Role-play Video Demonstrations in Teaching Communication Skills

Effectiveness of Introducing Role-play Video Demonstrations in Teaching "Doctor-Team Communication" Online Course for 5th Year Students in Ain Eshams Medical School

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.

Study Overview

• Status: Completed
• Conditions: Communication; Education; Education, Medical; Healthcare Team; Role Playing; Online Learning; Communication Barriers; Video
• Intervention / Treatment: Other: Role play video demonstrations

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.

• Study Type: Interventional
• Enrollment (Actual): 847
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Egypt
  • Abbasya
    • Cairo, Abbasya, Egypt, 11511
      • Faculty of medicine ain shams university

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Child; Adult; Older Adult
• Accepts Healthy Volunteers: Yes

Description

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.

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Other
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: None (Open Label)

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Intervention group; Participants received the online Doctor-Team Communication course supplemented with recorded role-play video demonstrations illustrating key communication and teamwork skills, including closed-loop communication, call-out and check-back, brief, huddle, debrief, SBAR, IPASS, and interprofessional communication scenarios	Other: Role 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
No Intervention: Control group; Participants received the standard online Doctor-Team Communication course delivered through the learning management system without the additional role-play video demonstrations

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Mean Total Course Score (0-25 Marks) in the Doctor-Team Communication Course ( academic performance )	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.	Immediately post-intervention (7 weeks) at course completion

Secondary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Mean Student Satisfaction Score on a Structured Course Evaluation survey ( student satisfaction )	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.	Immediately post-intervention (7 weeks)at course compltion

Collaborators and Investigators

• Sponsor: Ain Shams University

Study record dates

Study Major Dates

• Study Start (Actual): February 22, 2022
• Primary Completion (Actual): January 12, 2024
• Study Completion (Actual): April 22, 2024

Study Registration Dates

• First Submitted: July 15, 2026
• First Submitted That Met QC Criteria: July 21, 2026
• First Posted (Actual): July 23, 2026

Study Record Updates

• Last Update Posted (Actual): July 23, 2026
• Last Update Submitted That Met QC Criteria: July 21, 2026
• Last Verified: July 1, 2026

More Information

Terms related to this study

• Keywords: Medical education; Online; Communication skills; Video based; Role play; Doctor team communication
• Additional Relevant MeSH Terms: Behavior; Communication
• Other Study ID Numbers: MS126/2024

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO
• IPD Plan Description: Individual participant data will not be made publicly available due to confidentiality and privacy considerations. Study findings will be reported in aggregate form only

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No