A study to evaluate the effectiveness of role-play as a teaching-learning method for communication skills among second-year students
DOI:
https://doi.org/10.18203/2319-2003.ijbcp20261945Keywords:
Communication skills, Demonstration, Method of use of MDI, Role playAbstract
Background: Selection of teaching learning (TL) Methods are important to improve student’s interest in learning. The study was conducted to evaluate effects of demonstration and role play for method of administration and communication for use of metered dose inhaler (MDI).
Methods: Pretest, brief lecture (questionnaire about TL methods (Demonstration (Group A) and role play (Group B) for use and communication of MDI by trained faculties), evaluation of student’s demonstration (WHO recommended steps for MDI administration and Calbary-Cambridge guide for communication) followed by post test and feedback (students and faculties). Data were analyzed at the end of study using Chi square test and Likert scale.
Results: Demonstration preferred by group A (Demonstration) (53.6%) and group B (Role play) (56.3%) (Pre-test) and role play (98.2%, 62.1) for dosage formulation (Post-test). WHO steps for MDI use demonstrated by >50% students of both groups. Communication skills were significantly higher in role play {nonverbal (p<0.05-greet the patient, offering seat; p<0.001-nodding head, eye to eye contact), verbal communication (p<0.001) and active listening (p<0.001)}. Students either strongly agree or agree for demonstration (53% and 21.05%, respectively) and role play (48.54% and 31.03%, respectively) as useful for understanding and role play useful to develop communication skills (33% and 23.3%, respectively). Faculty feedback indicates both methods are useful for understanding and develop doctor patient relationship; role play to remember (56.43%) and develop communication skills (43%).
Conclusions: Both TL methods useful to develop cognitive skills and role play for communication skills.
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