Azfar Syed Muhammad, Saeed Sana, Masood Sadia, Azim Syeda Rubaba, Baig Mukhtiar, Malik Marib Ghulam Rasool
Department of Orthopedic Surgery, Liaquat College of Medicine and Dentistry, Karachi, Pakistan.
Department of Pediatrics and Child Health and Department of Educational Develoment, Aga Khan University, Karachi, Pakistan.
BMC Med Educ. 2025 May 14;25(1):704. doi: 10.1186/s12909-025-06840-5.
Effective interprofessional communication (IPC) is crucial for patient safety. However, IPC training is often insufficient in medical and nursing education in Pakistan. This study compares the effectiveness of Video-Based Learning (VBL) and Role Play (RP) in enhancing IPC and teamwork skills among undergraduate medical and nursing students.
A mixed-method approach encompassed a quasi-experimental design with focused group discussions. 64 participants were randomly divided into two groups (n = 32 each), each receiving training through either VBL or RP. The study employed the Communication and Teamwork Skills (CATS) assessment instrument utilized by two independent raters to evaluate improvements in coordination, situational awareness, cooperation, and communication skills before and after the interventions. Additionally, focus group discussions provided qualitative insights regarding the teaching strategies.
Both RP and VBL significantly improved IPC and teamwork skills compared to baseline. RP showed greater enhancements across coordination, cooperation, and situational awareness compared to VBL. (p < 0.001). In the VBL group, significant improvements were observed in coordination (pre: 5.46 ± 1.93, post: 7.90 ± 2.50, p < 0.001), situational awareness (pre: 2.62 ± 1.07, post: 3.68 ± 1.78, p = 0.006), and communication (pre: 4.75 ± 3.57, post: 11.28 ± 3.72, p < 0.001), but not in cooperation (pre: 7.06 ± 3.24, post: 8.21 ± 2.57, p = 0.119). The RP group showed significant improvements in coordination (pre: 6.28 ± 2.58, post: 12.40 ± 2.62, p < 0.001), situational awareness (pre: 3.06 ± 2.21, post: 5.65 ± 1.51, p < 0.001), cooperation (pre: 8.09 ± 4.07, post: 13.46 ± 3.58, p < 0.001), and communication (pre: 4.25 ± 4.22, post: 13.15 ± 6.33, p < 0.001). Qualitatively, both methods were perceived as engaging and interactive, with the hands-on component in RP regarded by the participants as very valuable to actively practice their skills in a simulated environment.
RP significantly outperforms VBL in enhancing IPC and teamwork skills, making it a superior tool for healthcare education. The findings suggest that RP's practical, interactive nature makes it a more effective tool for teaching IPC and teamwork in medical and nursing education. Integrating RP activities into the curriculum could enhance communication and teamwork skills among students. Evaluating the longitudinal impact of this integration on patient care could be an area for future research.
有效的跨专业沟通（IPC）对患者安全至关重要。然而，在巴基斯坦的医学和护理教育中，IPC培训往往不足。本研究比较了基于视频的学习（VBL）和角色扮演（RP）在提高本科医学和护理专业学生的IPC及团队合作技能方面的效果。
采用混合方法，包括带有焦点小组讨论的准实验设计。64名参与者被随机分为两组（每组n = 32），每组通过VBL或RP接受培训。该研究使用了由两名独立评分者采用的沟通与团队合作技能（CATS）评估工具，以评估干预前后在协调、态势感知、合作和沟通技能方面的改善情况。此外，焦点小组讨论提供了关于教学策略的定性见解。
与基线相比，RP和VBL均显著提高了IPC和团队合作技能。与VBL相比，RP在协调、合作和态势感知方面有更大的提升（p < 0.001）。在VBL组中，协调方面有显著改善（干预前：5.46 ± 1.93，干预后：7.90 ± 2.50，p < 0.001），态势感知方面（干预前：2.62 ± 1.07，干预后：3.68 ± 1.78，p = 0.006），以及沟通方面（干预前：4.75 ± 3.57，干预后：11.28 ± 3.72，p < 0.001），但合作方面没有改善（干预前：7.06 ± 3.24，干预后：8.21 ± 2.57，p = 0.119）。RP组在协调方面有显著改善（干预前：6.28 ± 2.58，干预后：12.40 ± 2.62，p < 0.001），态势感知方面（干预前：3.06 ± 2.21，干预后：5.65 ± 1.51，p < 0.001），合作方面（干预前：8.09 ± 4.07，干预后：13.46 ± 3.58，p < 0.001），以及沟通方面（干预前：4.25 ± 4.22，干预后：13.15 ± 6.33，p < 0.001）。定性地说，两种方法都被认为具有吸引力和互动性，参与者认为RP中的实践部分对于在模拟环境中积极练习他们的技能非常有价值。
在提高IPC和团队合作技能方面，RP明显优于VBL，使其成为医疗保健教育的更优工具。研究结果表明，RP的实践、互动性质使其成为医学和护理教育中教授IPC和团队合作的更有效工具。将RP活动纳入课程可以提高学生的沟通和团队合作技能。评估这种整合对患者护理的长期影响可能是未来研究的一个领域。
