Communication Skills for Medical Students

Jonna Koponen, Eeva Pyörälä and Pekka Isotalus

Simulation & Gaming, 2014, vol. 45, issue 2, 235-254

Abstract: Background In medical students’ communication training, the doctor-patient encounter can be simulated through experiential learning methods, such as simulated patients (SPs) and role-play. However, more theater and drama education–based methods have not been widely used in the context of medical education. Aim In this mixed-method study, we compare SPs, role-play, and Theatre in Education (TIE) method in teaching interpersonal communication competence (ICC) to medical students. We describe how a course in communication was based on the communication in the disciplines (CID) theoretical framework and principles of experiential learning and reflection. Method Second-year medical students ( n = 132) were randomly assigned to three groups where SPs, role-play, and TIE method were used. Data were collected by a questionnaire, focus group interviews, and a translated version of the Communication Skills Attitude Scale. Data were analyzed using statistical methods, qualitative content analysis, and cross-case analysis. Results The results show that (a) the medical students perceived all three methods favorably , (b) the students’ self-reported learning outcomes were very similar in the three groups, and (c) the students’ attitudes to learning communication skills became more positive as the training progressed. Conclusion We present a model that can be used in designing and implementing specialty-specific communication training in other disciplines than medicine as well.

Keywords: communication training; cross-case analysis; doctor-patient encounter; drama techniques; experiential learning methods; interpersonal communication competence (ICC); medical students; model; qualitative content analysis; role-play; simulated patients (SPs); statistical methods; Theatre in Education (TIE) (search for similar items in EconPapers)
Date: 2014
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Persistent link: https://EconPapers.repec.org/RePEc:sae:simgam:v:45:y:2014:i:2:p:235-254

DOI: 10.1177/1046878114538915

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