A comparison of debate and role play in enhancing critical thinking and communication skills of medical students during problem based learning

2018 ◽  
Vol 46 (4) ◽  
pp. 336-342 ◽  
Author(s):  
Rabia Latif ◽  
Sadaf Mumtaz ◽  
Rafia Mumtaz ◽  
Aamir Hussain
Keyword(s):  
Critical Thinking ◽  
Medical Students ◽  
Communication Skills ◽  
Role Play ◽  
Problem Based Learning

scholarly journals Simulated patient and role play methodologies for communication skills and empathy training of undergraduate medical students

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Cristina Bagacean ◽  
Ianis Cousin ◽  
Anne-Helene Ubertini ◽  
Mohamed El Yacoubi El Idrissi ◽  
Anne Bordron ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Role Play ◽  
Skills Training ◽  
Verbal Communication ◽  
Simulated Patient ◽  
Background Information ◽  
Undergraduate Medical Students ◽  
Verbal Behaviour ◽  
Verbal Messages

Abstract Background Verbal and non-verbal communication, as well as empathy are central to patient-doctor interactions and have been associated with patients’ satisfaction. Non-verbal communication tends to override verbal messages. The aim of this study was to analyze how medical students use verbal and non-verbal communication using two different educational approaches, student role play (SRP) and actor simulated patient (ASP), and whether the non-verbal behaviour is different in the two different poses. Methods Three raters evaluated 20 students playing the doctor role, 10 in the SRP group and 10 in the ASP group. The videos were analyzed with the Calgary-Cambridge Referenced Observation Guide (CCG) and, for a more accurate evaluation of non-verbal communication, we also evaluated signs of nervousness, and posture. Empathy was rated with the CARE questionnaire. Independent Mann Whitney U tests and Qhi square tests were performed for statistical analysis. Results From the 6 main tasks of the CCG score, we obtained higher scores in the ASP group for the task ‘Gathering information’ (p = 0.0008). Concerning the 17 descriptors of the CCG, the ASP group obtained significantly better scores for ‘Exploration of the patients’ problems to discover the biomedical perspective’ (p = 0.007), ‘Exploration of the patients’ problems to discover background information and context’ (p = 0.0004) and for ‘Closing the session – Forward planning’ (p = 0.02). With respect to non-verbal behaviour items, nervousness was significantly higher in the ASP group compared to the SRP group (p < 0.0001). Concerning empathy, no differences were found between the SRP and ASP groups. Conclusions Medical students displayed differentiated verbal and non-verbal communication behaviour during the two communication skills training methodologies. These results show that both methodologies have certain advantages and that more explicit non-verbal communication training might be necessary in order to raise students’ awareness for this type of communication and increase doctor-patient interaction effectiveness.

scholarly journals Problem-Based Learning in Phytochemistry Courses: Its’ Effectiveness in Improving Medical Students’ Critical Thinking Ability Viewed from Cognitive Style

2021 ◽  
Vol 7 (SpecialIssue) ◽  
pp. 118-125
Author(s):  
Menap Menap ◽  
Faizul Bayani ◽  
Saiful Prayogi
Keyword(s):  
Critical Thinking ◽  
Medical Students ◽  
Cognitive Style ◽  
Problem Based Learning ◽  
Learning System ◽  
Ability Test ◽  
Critical Thinking Ability ◽  
Test Instrument ◽  
Thinking Ability ◽  
Pbl Model

The implementation of the Problem-Based Learning (PBL) model for medical students has long been initiated to be integrated into the learning system and curriculum, however, empirical support for the application of the PBL model to medical students is still weak, becoming an obstacle. On the one hand, the need for critical thinking development among medical students is increasingly urgent, this is related to their future assignments in a more complex health care system that requires critical thinking ability. Our current study aims to evaluate the effectiveness of the problem-based learning (PBL) model on improving the critical thinking ability of medical students in terms of cognitive style. This study is an experimental study (one group pretest-posttest design) involving 21 medical students (medical students') in phytochemistry courses at one of the universities providing medical and nursing science programs in Indonesia. The study started by giving a cognitive style test using the GEFT (Group Embedded Figure Test) instrument to classify students into FD and FI cognitive styles, pretest, learning implementation using the PBL model (carried out for five meetings), and posttest. The pretest and posttest used a critical thinking ability test instrument in the form of an essay test. Descriptive and statistical analyzes were performed to evaluate the effectiveness of the PBL model. The results of the study show that the PBL model has been convincingly effective in improving students' critical thinking ability in phytochemistry courses for both FD/FI cognitive style modes. Based on these findings, we recommend the use of the PBL model in extensive and intensive learning to develop the critical thinking ability of medical students

scholarly journals Standardized Patients or Conventional Lecture for Teaching Communication Skills to Undergraduate Medical Students: A Randomized Controlled Study

2020 ◽  
Vol 17 (4) ◽  
pp. 299-305
Author(s):  
Pierre A. Geoffroy ◽  
Julie Delyon ◽  
Marion Strullu ◽  
Alexy Tran Dinh ◽  
Henri Duboc ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Role Play ◽  
Standardized Patients ◽  
Controlled Study ◽  
Undergraduate Medical Students ◽  
Communications Skills ◽  
Patient Responses ◽  
Missing Items ◽  
Better Than

Objective The conduct of a medical interview is a challenging skill, even for the most qualified physicians. Since a training is needed to acquire the necessary skills to conduct an interview with a patient, we compared role-play with standardized patients (SP) training and a conventional lecture for the acquisition of communications skills in undergraduate medical students.Methods An entire promotion of third year undergraduate medical students, who never received any lessons about communications skills, were randomized into 4 arms: 1) SP 2 months before the testing of medical communications skills (SP); 2) conventional lecture 2 months before the testing (CL); 3) two control groups (CG) without any intervention, tested either at the beginning of the study or two months later. Students were blindly assessed by trained physicians with a modified 17-items Calgary-Cambridge scale.Results 388 students (98.7%) participated. SP performed better than CL, with significant statistical differences regarding 5 skills: the use of open and closed questions, encouraging patient responses, inviting the patient to clarify the missing items, encouraging of the patient’s emotions, and managing the time and the conduct of the interview. The SP group specifically improved communications skills between the SP training and testing sessions regarding 2 skills: the use of open and closed questions and encouraging patient responses. No improvements in communications skills were observed in CG between the two time points, ruling out a possible time effect.Conclusion Role-play with standardized patients appears more efficient than conventional lecture to acquire communication skills in undergraduate medical students.

scholarly journals Virtual peer role-play during COVID-19 pandemic for teaching medical students how to break bad news

2021 ◽  
Author(s):  
Jebrane Bouaoud ◽  
Pierre Saintigny
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Response Rate ◽  
Low Cost ◽  
Role Play ◽  
Bad News ◽  
Breaking Bad News ◽  
Breaking Bad ◽  
Play Session ◽  
Students Satisfaction

AbstractIn order to cope with the SARS-CoV-2 pandemic and meet with the educational needs of medical students, we have evaluated the virtual peer role-plays (VPRP), an innovative approach to teach breaking bad news communication skills to medical students. Three scenarios of relational simulation were successively proposed to 237 medical students divided in 10 groups, each supervised by two teachers. Pre- and post-VPRP questionnaires were submitted to evaluate students’ satisfaction. The response rate of the pre- and post-VPRP questionnaires were 89% and 52% respectively. Two-thirds of the students had never participated in a peer role-play session. Most students had low level of confidence in breaking bad news communication and were motivated to participate to the VPRP session. Students’ satisfaction on VPRP session regarding quality (realism, organization), interest, perceived benefits was very positive. In conclusion, VPRP are feasible, of low cost (no material is required), applicable to other healthcare students and is relevant to the growth of teleconsultation.

PENGARUH PEMBELAJARAN MPBL-ITPAC TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN BERKOMUNIKASI ILMIAH

2010 ◽  
Vol 15 (2) ◽  
pp. 103
Author(s):  
Mrs Hernani ◽  
Mrs Anna Permanasari ◽  
Mr Buchari ◽  
Mr Sumar Hendayana
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
Problem Based Learning ◽  
Oral Communication ◽  
Scientific Communication ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Choice Test ◽  
Data Types ◽  
Quasi Experimental

This study aims to determine how influence of modified problem-based learning by Integrated Theory and Practical Analytical Chemistry (MPBL-ITPAC) to critical thinking and scientific communication skills. This research is part of a research and educational development, R & D, which uses a quasi experimental method. The program was arranged and implemented on using 45 students of an experimental class, compared with 41 students as a controlled class. The research instrument used was multiple choice test with 5 options to assess critical thinking skills, and written essay test to assess scientific communication skills, in addition to observation sheet was used as supporting instrument to evaluate the development of oral communication skills. The results shows that: (1) In general, the achievement of critical thinking is 52.2% for experimental class, while controlled class is 32.7%, both values differ significantly, (2) In all sub critical thinking skills which includes identifying the criteria answers correct, identify the reasons stated, identifying relevany & irrelevancy, using the existing procedure, consider the alternative, giving reasons, making hypotheses, the selection criteria to create solutions, and propose an alternative that allows the achievement of experimental class was significantly higher than control class, (3) the achievement of communication skills is 52.9% for experimental class and 29.2% for controlled class, both values differ significantly, (4) In sub-skills of communication in the form logical argue, put forward the hypothesis, put forward the necessary data types, considerations to take conclusions, and describes the schema tool, experimental class achievement significantly higher than the control class, and (5) development of oral communication skills of students increased at every stage in its path.Keywords: problem based learning, critical thinking skills, scientific communication skills

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