Asian Journal of Pharmaceutical Research and Health Care

Open Access Open Access  Restricted Access Subscription Access

“Simulation for Training in Communication Skills:Active Participant vs. Active Observer”- An Interventional Case Control Study


Affiliations
1 Associate Professor, Department of Physiology, AIMST University, 08100 Bedong, Kedah, Malaysia
2 Professor, Department of Physiology, AIMST University, 08100 Bedong, Kedah, Malaysia
3 Professor, Department of Anaesthesiology, Mahatma Gandhi Medical College and Research Institute, Sri Balaji Vidyapeeth, Pillayarkuppam − 607402, Pondicherry, India
4 Director, Clinical Skills Centre, AIMST University, 08100 Bedong, Kedah, Malaysia
5 Sr. Lecturer, Department of Physiology, AIMST University, 08100 Bedong, Kedah, Malaysia
6 Tutor, Clinical Skills Centre, AIMST University, 08100 Bedong, Kedah, Malaysia, Malaysia
 

Communication skills can be taught effectively by role play which is a form of peer teaching. To engage large group of learners in a role play session is a challenge. Group of students can be assigned as observers, since learning is also possible by active observation. One hundred and forty-eight medical students were randomly grouped as performers or observers. Role play by performers on essentials of “Doctor patient communication” was observed and rated by experts. This was with regard to only history taking of the respiratory system. The learning outcome of performer/observers of the role play session was evaluated based on the OSCE score (1-4 core elements of Kalamazoo essential elements of communication). A subjective feedback on the satisfaction and confidence was sought after in students of both the groups. Effective learning and subjective impact obtained by both group of learners, as indicated by the equal mean OSCE (student t test p≤0.00), feedback score on self-satisfaction and confidence level. We conclude that either performance as role play or observation of the same among medical students produced similar communication skills with regard to taking history concerning the respiratory system.

Keywords

Active Observers, Medical Communication Skills, Role Play, Teaching.
User
Notifications
Font Size

  • Choudhary A, Gupta V. Teaching communications skills to medical students: Introducing the fine art of medical practice. Int. J. Appl. Basic. Med. Res. 2015; 5(Suppl 1):S41-44. https://doi.org/10.4103/2229-516X.162273. PMid: 26380210, PMCid: PMC4552065.

  • Boykins AD. Core communication competencies in patientcentered care. ABNF J. 2014; 25(2):40-45.

  • McGaghie WC, Issenberg SB, Petrusa ER, Scalese RJ, A critical review of simulation-based medical education research: 2003-2009. Medical Education. 2010; 44:50-63. https://doi.org/10.1111/j.1365-2923.2009.03547.x. PMid:20078756.

  • Jennifer MW. Simulation in undergraduate medical education: Bridging the gap between theory and practice. Medical Education. 2004; 38(1):32-38. https://doi.org/10.1111/j.1365-2923.2004.01739.x. PMid:14962024.

  • Makoul G, Krupat E, Chang CH. Measuring patient views of physician communication skills: development and testing of the Communication Assessment Tool. Patient Educ. Couns. 2007; 67(3):333-42. https://doi.org/10.1016/j.pec.2007.05.005. PMid: 17574367.

  • Bandura A, Ross D, Ross SA. Transmission of aggression through the imitation of aggressive models. Journal of Abnormal and Social Psychology. 1961; 63:575-82. https://doi.org/10.1037/h0045925. PMid: 13864605.

  • Keysers C, Perrett DI. Demystifying social cognition: A Hebbian perspective. Trends in Cognitive Sciences. 2004 Nov 1; 8(11):501-07. https://doi.org/10.1016/j.tics.2004.09.005. PMid: 15491904.

  • Roberts D. Vicarious learning: A review of the literature. Nurs. Educ. Pract. 2010; 10(1):13-16. https://doi.org/10.1016/j.nepr.2009.01.017. PMid: 19251480.

  • Bethards ML. Applying social learning theory to the observer role in simulation. Clin. Sim. Nurs. 2014; 10(2):e65-69. https://doi.org/10.1016/j.ecns.2013.08.002.

  • O'Regan S, Molloy E, Watterson L, Nestel D. Observer roles that optimise learning in healthcare simulation education: A systematic review. Advances in Simulation. 2016; 1(1):4. https://doi.org/10.1186/s41077-015-0004-8. PMid: 29449973, PMCid: PMC5796608.

  • Field M, Burke JM, McAllister D, Lloyd DM. Peer-assisted learning: A novel approach to clinical skills learning for medical students. Med. Educ. 2007; 41(4):411-18.https://doi.org/10.1111/j.1365-2929.2007.02713.x. PMid: 17430287.

  • Joyce BL, Steenbergh T, Scher E. Use of the Kalamazoo essential elements communication checklist (adapted) in an institutional interpersonal and communication skills curriculum. Journal of Graduate Medical Education. 2010; 2(2):165-69. https://doi.org/10.4300/JGME-D-10-00024.1. PMid: 21975614, PMCid: PMC2941375.

  • Roussin CJ, Weinstock P. SimZones: An organizational innovation for simulation programs and centers. Academic Medicine. 2017 1; 92(8):1114-20. https://doi.org/10.1097/ACM.0000000000001746. PMid: 28562455.

  • Sethuraman KR. Objective Structured Clinical and Practical Examinations. The Art of Teaching Medical Students-E-Book. 2015 Sep 2. p. 330.

  • Agha S, Alhamrani AY, Khan MA. Satisfaction of medical students with simulation based learning. Saudi Medical Journal. 2015; 36(6):731-36. https://doi.org/10.15537/smj.2015.6.11501. PMid: 25987117, PMCid: PMC4454909.

  • Zapro, Karen A, et al. Evaluating best educational practices, student satisfaction and self-confidence in simulation: A descriptive study. Nursing Education Today. 2004; (60):28-34. https://doi.org/10.1016/j.nedt.2017.09.006. PMid: 28987895.

  • Bethards ML. Applying social learning theory to the observer role in simulation. Clin. Sim. Nurs. 2014; 10(2):e65-69. https://doi.org/10.1016/j.ecns.2013.08.002.

  • Stegmann K, Pilz F, Siebeck M, Fischer F. Vicarious learning during simulations: is it more effective than hands-on training? Med. Educ. 2012; 46(10):1001-08. https://doi.org/10.1111/j.1365-2923.2012.04344.x. PMid: 22989134.

  • Thidemann IJ, Soderhamn O. High-fidelity simulation among bachelor students in simulation groups and use of different roles. Nurs. Educ. Today. 2013; 33(12):1599-604. https://doi.org/10.1016/j.nedt.2012.12.004. PMid: 23302256.

  • Lau KC, Stewart SM, Fielding R. Preliminary evaluation of “interpreter” role plays in teaching communication skills to medical undergraduates. Med. Educ. 2001; 35(3):217-21. https://doi.org/10.1111/j.1365-2923.2001.00731.x. PMid: 11260443.

  • Nestel D, Tierney T. Role-play for medical students learning about communication: Guidelines for maximising benefits. BMC Med. Educ. 2007; 7:3. https://doi.org/10.1186/14726920-7-3. PMid: 17335561, PMCid: PMC1828731.

  • Bullard MJ, Weekes AJ, Cordle RJ, Fox SM, Wares CM, Heffner AC, Howley LD, Navedo D. A Mixed‐methods comparison of participant and observer learner roles in simulation education. AEM Education and Training. 2019; 3(1):20-32. https://doi.org/10.1002/aet2.10310. PMid: 30680344, PMCid: PMC6339532.

  • Rogers T, Andler C, O’Brien B, van Schaik S. Self-reported emotions in simulation-based learning: Active participants vs. observers. Simulation in Healthcare. 2019: 1:14(3):14045. https://doi.org/10.1097/SIH.0000000000000354. PMid: 30601465


Abstract Views: 267

PDF Views: 221




  • “Simulation for Training in Communication Skills:Active Participant vs. Active Observer”- An Interventional Case Control Study

Abstract Views: 267  |  PDF Views: 221

Authors

R. Sobana
Associate Professor, Department of Physiology, AIMST University, 08100 Bedong, Kedah, Malaysia
K. Jaiganesh
Professor, Department of Physiology, AIMST University, 08100 Bedong, Kedah, Malaysia
S. Parthasarathy
Professor, Department of Anaesthesiology, Mahatma Gandhi Medical College and Research Institute, Sri Balaji Vidyapeeth, Pillayarkuppam − 607402, Pondicherry, India
Tan Kee Seng Patric
Director, Clinical Skills Centre, AIMST University, 08100 Bedong, Kedah, Malaysia
Sunitha Paripelli
Sr. Lecturer, Department of Physiology, AIMST University, 08100 Bedong, Kedah, Malaysia
Dharmaraj
Tutor, Clinical Skills Centre, AIMST University, 08100 Bedong, Kedah, Malaysia, Malaysia
Pandian Panneerselvam
Tutor, Clinical Skills Centre, AIMST University, 08100 Bedong, Kedah, Malaysia, Malaysia

Abstract


Communication skills can be taught effectively by role play which is a form of peer teaching. To engage large group of learners in a role play session is a challenge. Group of students can be assigned as observers, since learning is also possible by active observation. One hundred and forty-eight medical students were randomly grouped as performers or observers. Role play by performers on essentials of “Doctor patient communication” was observed and rated by experts. This was with regard to only history taking of the respiratory system. The learning outcome of performer/observers of the role play session was evaluated based on the OSCE score (1-4 core elements of Kalamazoo essential elements of communication). A subjective feedback on the satisfaction and confidence was sought after in students of both the groups. Effective learning and subjective impact obtained by both group of learners, as indicated by the equal mean OSCE (student t test p≤0.00), feedback score on self-satisfaction and confidence level. We conclude that either performance as role play or observation of the same among medical students produced similar communication skills with regard to taking history concerning the respiratory system.

Keywords


Active Observers, Medical Communication Skills, Role Play, Teaching.

References





DOI: https://doi.org/10.18311/ajprhc%2F2019%2F25135