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
Přehled studie
Postavení
Podmínky
Intervence / Léčba
Detailní popis
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.
Typ studie
Zápis (Aktuální)
Fáze
- Nelze použít
Kontakty a umístění
Studijní místa
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Abbasya
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Cairo, Abbasya, Egypt, 11511
- Faculty of medicine ain shams university
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Kritéria účasti
Kritéria způsobilosti
Věk způsobilý ke studiu
- Dítě
- Dospělý
- Starší dospělý
Přijímá zdravé dobrovolníky
Popis
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.
Studijní plán
Jak je studie koncipována?
Detaily designu
- Primární účel: Jiný
- Přidělení: Randomizované
- Intervenční model: Paralelní přiřazení
- Maskování: Žádné (otevřený štítek)
Zbraně a zásahy
Skupina účastníků / Arm |
Intervence / Léčba |
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Experimentální: 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
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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
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Žádný zásah: Control group
Participants received the standard online Doctor-Team Communication course delivered through the learning management system without the additional role-play video demonstrations
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Co je měření studie?
Primární výstupní opatření
Měření výsledku |
Popis opatření |
Časové okno |
|---|---|---|
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Mean Total Course Score (0-25 Marks) in the Doctor-Team Communication Course ( academic performance )
Časové okno: Immediately post-intervention (7 weeks) at course completion
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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.
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Immediately post-intervention (7 weeks) at course completion
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Sekundární výstupní opatření
Měření výsledku |
Popis opatření |
Časové okno |
|---|---|---|
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Mean Student Satisfaction Score on a Structured Course Evaluation survey ( student satisfaction )
Časové okno: Immediately post-intervention (7 weeks)at course compltion
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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
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Spolupracovníci a vyšetřovatelé
Sponzor
Termíny studijních záznamů
Hlavní termíny studia
Začátek studia (Aktuální)
Primární dokončení (Aktuální)
Dokončení studie (Aktuální)
Termíny zápisu do studia
První předloženo
První předloženo, které splnilo kritéria kontroly kvality
První zveřejněno (Aktuální)
Aktualizace studijních záznamů
Poslední zveřejněná aktualizace (Aktuální)
Odeslaná poslední aktualizace, která splnila kritéria kontroly kvality
Naposledy ověřeno
Více informací
Termíny související s touto studií
Klíčová slova
Další identifikační čísla studie
- MS126/2024
Plán pro data jednotlivých účastníků (IPD)
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Popis plánu IPD
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