Integration of role-playing into technical skills training: a randomized controlled trial

Abstract

Introduction: Recently, efforts have been undertaken to enhance the face validity of technical skills training by introducing role-plays and standardised patients. Since little is known about the effects of role-playing with respect to the realism of a training situation and students’ objective performance, we performed a randomized controlled trial.

Methods: 36 medical students participated in videotaped small group skills-lab sessions on the topics of Doppler sonography and gastric tube insertion. One half of the students participated in role-plays and the other half practised without role-playing. Realism of the training situation was analysed by means of post-intervention self-selected student survey evaluations. Technical performance and patient-physician communication were assessed by independent ratings of the videotaped sessions.

Results: The physician's role was regarded to be significantly more realistic when performing role-plays. Assessment of videotaped sessions showed that practising technical skills by performing role-plays resulted in significantly better patient-physician communication whereas students’ technical performance did not differ between groups.

Conclusion: Introducing role-plays enhances the realism of technical skills training and leads to better patient-physician communication. Students do not seem to be overstrained by practising clinical technical skills using role-plays. We conclude that role-playing is a valuable method in practising technical skills.

Additional information

Notes on contributors

C. Nikendei

C. NIKENDEI, M.D. at the University of Heidelberg Medical Hospital, responsible for skills-lab training and education of final year students at the Medical Hospital.

B. Kraus

B. KRAUS, M.D. at the University of Heidelberg Medical Hospital, responsible for the medical education of final year students.

M. Schrauth

M. SCHRAUTH, M.D. at the University of Tübingen Medical Hospital, responsible for the standardised patient programme and for the medical education of final year students.

P. Weyrich

P. WEYRICH, M.D. at the University of Tübingen Medical Hospital, responsible for the medical education of final year students.

S. Zipfel

S. ZIPFEL, M.D. professor and chairman, University of Tübingen Medical Hospital, Department of Psychosomatic Medicine and Psychotherapy.

W. Herzog

W. HERZOG, M.D. professor and chairman, University of Heidelberg Medical Hospital, Department of General Internal and Psychosomatic Medicine.

J. Jünger

J. JÜNGER, M.D. at the University of Heidelberg Medical Hospital, responsible for the medical education programme at the Medical Hospital.