Communication, Communication Barriers, Education, Education, Medical, Healthcare Team, Online Learning, Role Playing, Video
Conditions
Keywords
Medical education, Video based, Role play, Communication skills, Doctor team communication, Online
Brief summary
This study aims to evaluate the effectiveness of role-play video demonstrations in teaching Doctor-Team Communication skills to fifth-year medical students at Ain Shams University. The study compares students who learn through online courses supplemented with role-play videos with students who received the traditional online course. Outcomes include student satisfaction and academic performance. The findings may help improve communication skills training in undergraduate medical education.
Detailed description
This educational intervention study aims to evaluate the effectiveness of integrating role-play video demonstrations into an online Doctor-Team Communication course for fifth-year medical students at Ain Shams University Faculty of Medicine. Effective communication and teamwork are essential competencies for healthcare professionals and contribute to patient safety and quality of care. The intervention consists of a series of recorded role-play videos demonstrating key communication and teamwork skills, including closed-loop communication, call-out and check-back, brief, huddle, debrief, SBAR, IPASS, doctor-patient communication, physician-nurse communication, nurse-patient communication, peer-to-peer communication, and doctor-pharmacist communication. These videos are integrated into the existing online course delivered through the university learning management system. The study compares an intervention cohort exposed to the role-play videos with a comparison cohort that completed the traditional online course without the video demonstrations. Outcomes include student satisfaction with the course and academic performance as measured by course assessments and examination results. The findings are expected to provide evidence regarding the value of role-play video demonstrations in enhancing communication skills education in undergraduate medical training and may inform future curriculum development in health professions education.
Interventions
OTHERRole play video demonstrations
A series of recorded role-play video demonstrations was integrated into the online Doctor-Team Communication course. The videos illustrated key communication and teamwork competencies in realistic healthcare scenarios, including closed-loop communication, call-out and check-back, brief, huddle, debrief, SBAR, IPASS, doctor-patient communication, physician-nurse communication, nurse-patient communication, peer-to-peer communication, and doctor-pharmacist communication
Sponsors
Ain Shams University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* Fifth-year medical students enrolled in the Doctor-Team Communication course. * Taking the course for the first time. * Willing to participate in the study.
Exclusion criteria
: * Students who had previously completed the Doctor-Team Communication course. * Students who declined participation.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Mean Total Course Score (0-25 Marks) in the Doctor-Team Communication Course ( academic performance ) | Immediately post-intervention (7 weeks) at course completion | Student academic performance: Student marks were recorded as an objective indicator of students' achievement. Total course marks were 25 marks, including: 17 marks for end of course exam which was in the form of single best answer questions and the remaining 8 marks were allocated for continuous assessment, with students' progress tracked on their learning management system. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Mean Student Satisfaction Score on a Structured Course Evaluation survey ( student satisfaction ) | Immediately post-intervention (7 weeks)at course compltion | Student satisfaction will be assessed using a structured course evaluation surevy consisting of Likert-scale items evaluating instructor performance, course design, course structure, assessment and feedback, and overall satisfaction. Responses are scored on a 5-point Likert scale, with higher scores indicating greater satisfaction. The Survey was delivered online immediately after the end of the course. It was derived from a previous survey by Strachota (2006)7, titled The Use of Survey Research to Measure Student Satisfaction in Online Courses, presented at the Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education at the University of Missouri-St. Louis. The survey was designed using closed-ended questions on a 5-point Likert scale as well as one open-ended question. |
Countries
Egypt
Outcome results
None listed