Third Year Medical School Students’ Experiences of Revealing Patients’ Stories through Role Playing

Abstract

Objective: Studying medicine is hard and it takes longer time compared to other majors. In addition, medical students find medical education boring. It is now necessary to turn medical education into an enjoyable and interesting way. The aim of this study is to evaluate the impact of an educational program related to how to learn taking medical history and how an effective patient-doctor interview should be. The program is structured in various scenarios, on the students learning skills, by the "role playing" method. Materials and Methods:A scenario prepared by the lecturer was employed in this study. While one of the students acted in a doctor role, the other one played in the role of patient's relative. The lecturer always played in the role of patient. After performing the role playing, students' written and oral feedbacks were gathered. Data were analysed by using SPSS 20.0 program. Results:A total of 470 feedbacks (51.3% were given by the female students) were taken from the students. Thirty-three volunteer students, nineteen of them were male, took part in the role playing. In the patient-doctor interview, the field that students were best were greeting the patients and dealing only with patients during the examination. The mean scores were 3.81±0.95 and 3.79±0.94 respectively. The ability to "summarize" and to "address the patient with his/ her name" had the lowest scores; the mean scores of the students in these areas were 2.94±1.11 and 2.70±1.31, respectively. Conclusion:Medical education is a long and tough process. Therefore, it should be interesting, attention getting and cheerful. Role playing can be effective in meeting that need.Keywords: Role-playing, students of medicine, communication ÖzetAmaç: Tıp fakültesi eğitimi zor, diğer fakültelere göre eğitim süresi uzun olup öğrenciler tarafından sıkıcı olarak algılanmaktadır. Tıp eğitimini daha keyifli ve ilginç hale getirme bir zorunluluk olmuştur. Doktor-hasta iletişiminde öğrencilere iyi iletişim kurma becerisi kazandırmak için role playing kullanılabilir.Bu çalışmada amaç öğrencilerin "role playing" yön-temi ile tıbbı hikâye alma ve etkili hasta hekim görüşmesinin nasıl olması gerektiğini öğrenme becerisinde senaryolarla yapılandırılmış bir eğitim uygulamasının etkisinin değerlendirilmesidir. Gereç ve Yöntem:Bu çalışmada öğretim üyesinin hazırladığı senaryolar kullanıldı. Öğrencilerle senaryolar üzerinde çalışıldı. Bir öğrenci doktor rolünü oynarken gerektiğinde bir öğrenci de hasta yakını rolünü oynadı. Dersi anlatan öğretim üyesi de çoğunlukla hasta rolünü oynadı. Rol oynama bittikten sonra da geri bildirimler yazılı ve sözlü olarak alındı. Veriler Statistical Package for Social Sciences (SPSS) 20,0 bilgisayar programına girilerek analiz edildi. Bulgular:Toplam 470 defa öğrencilerden geribildirim alındı. Geribildirim veren öğrencilerin %51,3'ünü (n=241) kız öğrenciler oluşturmak-taydı. Rol oynayan öğrencilerin on dokuzu erkekti ve toplam 33 öğrenci rolünü gönüllü olarak oynadı. Öğrencilerin tıbbi öykü alma ve hasta görüşmesinde en iyi ol...

The use of peer role-play in doctor-patient communication skills training for medical students: A systematic review

“…There were four one-group quasi-experimental studies assessed PRP CST with no comparison group. Students enjoyed and were satisfied with the course [1], [13]- [15]. They perceived the RP session as useful for CST [13], [15].…”

“…They perceived the RP session as useful for CST [13], [15]. Majority of students preferred RP for learning doctor-patient communication over didactic lectures [1], [14]. Communication skills training with experiential learning methods (PRP and SP) allows students to experience simulated real doctor-patient encounters and rehearse different clinical scenarios while still being exciting and enjoyable for the students [8].…”

“…Communication skills training with experiential learning methods (PRP and SP) allows students to experience simulated real doctor-patient encounters and rehearse different clinical scenarios while still being exciting and enjoyable for the students [8]. Experiential learning methods are superior because the construction of knowledge occurs when students reflect on and attempt to make sense of their experiences [23], that is why these methods are also preferred by most students over usual passive, lengthy learning methods: written curriculum, didactic lectures, oral instructions [1], [14], [24].…”

‘Standardized patients’ in teaching the communication skill of history-taking to four-year foreign medical undergraduates in the department of obstetrics and gynaecology

“…Currently, students are not very interested in what they view as boring and instructor-centred educational methods [8]. Therefore, there is an increasing emphasis on student-centred education and role-playing methods, such as the one employed in the present study.…”

Effect of Hand Hygiene Education Implemented through the Role-Play Method on Knowledge and Behavior of Primary School Students

“…Çocukların sağlık davranışlarını geliştirmede bu yöntemin kullanılması çocuklara becerilerini test etme olanağı verecek ve öğrenmede kalıcılığı sağlayacaktır (2). Rol-play, sağlık personeli-hasta iletişiminin öğretilmesi, hemşirelik öğrencilerine damar yolu açma işleminin öğretilmesi gibi tıp ve sağlık eğitimi alanında kullanıldığı çalışmalar bulunmaktadır (30,31). Literatürde çocuklara verilen el hijyeni eğitiminde rol oynama eğitim yönteminin kullanıldığı sınırlı sayıda çalışma (28)…”