Enhancing Communication skills by Role Plays in Endocrine Pharmacology: Students Perspective

Abstract

Communication skill is one of the six required competencies by the Accreditation Council for Graduate Medical Education (ACGME). They can have a better outcome if practiced than just preached. Role plays are widely used as an educational method of learning communication skills in medical students. This paper studies the student’s perspective of role-plays as a teaching-learning strategy and how role-plays helpful in developing communication skills. Methodology: Fourth semester undergraduate medical students participated in a role-play sessions in endocrine pharmacology classes. Before and after the session, students completed questionnaires. In the pre-session questionnaire, students were asked about their previous experiences of role-play as teaching learning tool. Immediately after the session, students provided reflections and answered questions in relation to the role-play activity as a teaching learning method and development of communication skills. Descriptive statistics were used to analyze data. Results: 127 students completed pre evaluation forms and 124 completed the post evaluation forms. Most students (n = 112; 90.3%) supported role plays to be conducted in class. Students considered role-plays as a feasible way of learning (81.2%). Ninety one(73.4%) agreed that they helped in improving the communication skills. Improvement in communication with the teacher and the peers was identified as an advantage of role-plays by 66 of the participants (53.2%). Students were of the view that the communication skill development should be started in early years of MBBS. Conclusion: Role-play was valued by students in the acquisition of communication skills during pharmacology classes which will be of help in real settings. Key words: Communication skills, Role plays, Counseling, Medical Students