A comparison of medical students' perceptions of three experiential methods

Abstract

Purpose -This study aims to compare Finnish medical students' perceptions of the suitability of three experiential methods in learning interpersonal communication competence (ICC). The three methods it seeks to explore are: theatre in education; simulated patient interview with amateur actors; and role-play with peers. The methods were introduced in a pilot course of speech communication. Design/methodology/approach -Students (n ¼ 132) were randomly assigned to three groups. The data were collected via questionnaire and focus group interviews, and analysed using qualitative content analysis and cross-case analysis. Findings -Most of the medical students thought these methods were suitable or very suitable for learning ICC. The methods had five similar elements: the doctor's role, the patient's role, reflective participation, emotional reactions and teachers' actions. Being in a doctor's role, realistic scripts and patient-roles, observing the interaction and reflection in small groups were the most helpful elements in these methods. Originality/value -The results of this study show that simulated patient interview with amateur actors, role-play with peers, and TIE are very suitable methods for practising professionally relevant ICC in the context of doctor-patient encounters from the medical students' perspective.

Comparing three experiential learning methods and their effect on medical students’ attitudes to learning communication skills

“…However, our earlier study showed that there were some differences in respondents' perceptions of the method's helpful and unhelpful elements (Koponen et al 2011). Respondents who had experienced communication skills training with the TIE method found being active (the method stimulated them to think and led to new thoughts) and reflective discussions together with peers in the modified forum theatre stage (respondents appreciated being able to intervene in the play by stopping the action and discussing with the group when several viewpoints and proposals came up) as helpful elements.…”

“…Therefore, we cannot claim that one method was more effective than others. It would nevertheless be interesting to explore the results of our earlier study, which compared medical students' perceptions of the suitability of TIE, SPs and RP in learning interpersonal communication competence (Koponen et al 2011). The respondents were the same medical students as in this study.…”

“…This study includes a detailed description of each method used (Koponen et al 2011). The results showed that the respondents were very positively disposed to the use of all three methods; however, this study did not measure the effectiveness of the methods.…”

“…RP offers an effective and costeffective way to practise communication skills (Kurtz et al 2005). Some students find RP with fellow students unrealistic, whereas others find it more relaxing than simulations (Nestel & Tierney 2007;Koponen et al 2011).…”

“…Our earlier study (Koponen et al 2011) compared Finnish second-year medical students' perceptions of the suitability of TIE, SPs and RP with peers in learning interpersonal communication competence. This study includes a detailed description of each method used (Koponen et al 2011).…”