Comparison between conventional lecture and role play on student learning about risk factors of diabetes mellitus

Abstract

Background Role play can be useful teaching learning method to learn communication and attitude along with improvement in knowledge. This study evaluates and compares the effects of conventional lecture and role play on learning among undergraduate medical students. Aims 1. To introduce role play as a teaching learning method. 2. To compare acquired knowledge and communication skills between classroom teaching and role play. 3. Assessment of role play through student’s and teacher’s reflection. Methodology This educational interventional study was conducted for a period of 9 months (May, 2018 to January, 2019). Thirty MBBS students of sixth semester were divided into two equal groups. First group was imparted knowledge via conventional lecture and second group through role play about risk factors of Diabetes Mellitus. Both groups were evaluated by pre-post-test for cognitive domain and by short case for affective domain through peer reviewed and pre validated checklist. Reflection of students and teachers about role play was observed by five points Likert’s scale. Results Both groups had significant gain of knowledge assessed by pre-post-test with no significant difference between two methods (lecture and role play). In comparison with conventional lecture, role play found more effective to impart communication skills and attitude assessed by short case. Most students and teachers gave reflection about role play as interesting, engaging method and agreed that role play should incorporate in medical education. Conclusion Role play imparts better communication skills with same knowledge in comparison to conventional lectures. Reflection of students and teachers show role play should be incorporated in medical education.