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.

Search results

Icebreaker: The evaluation

Communication Skills for Medical Students