Asian Journal of Pharmaceutical Research and Health Care

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

Abstract Views: 371  |  PDF Views: 301

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