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Randomized Controlled Trial
. 2010 Mar 31:10:27.
doi: 10.1186/1472-6920-10-27.

Peer role-play and standardised patients in communication training: a comparative study on the student perspective on acceptability, realism, and perceived effect

Hans M Bosse  1 , Martin Nickel, Sören Huwendiek, Jana Jünger, Jobst H Schultz, Christoph Nikendei
Affiliations
Randomized Controlled Trial

Peer role-play and standardised patients in communication training: a comparative study on the student perspective on acceptability, realism, and perceived effect

Hans M Bosse et al. BMC Med Educ. .

Abstract

Background: To assess the student perspective on acceptability, realism, and perceived effect of communication training with peer role play (RP) and standardised patients (SP).

Methods: 69 prefinal year students from a large German medical faculty were randomly assigned to one of two groups receiving communication training with RP (N = 34) or SP (N = 35) in the course of their paediatric rotation. In both groups, training addressed major medical and communication problems encountered in the exploration and counselling of parents of sick children. Acceptability and realism of the training as well as perceived effects and applicability for future parent-physician encounters were assessed using six-point Likert scales.

Results: Both forms of training were highly accepted (RP 5.32 +/- .41, SP 5.51 +/- .44, n.s.; 6 = very good, 1 = very poor) and perceived to be highly realistic (RP 5.60 +/- .38, SP 5.53 +/- .36, n.s.; 6 = highly realistic, 1 = unrealistic). Regarding perceived effects, participation was seen to be significantly more worthwhile in the SP group (RP 5.17 +/- .37, SP 5.50 +/- .43; p < .003; 6 = totally agree, 1 = don't agree at all). Both training methods were perceived as useful for training communication skills (RP 5.01 +/- .68, SP 5.34 +/- .47; 6 = totally agree; 1 = don't agree at all) and were considered to be moderately applicable for future parent-physician encounters (RP 4.29 +/- 1.08, SP 5.00 +/- .89; 6 = well prepared, 1 = unprepared), with usefulness and applicability both being rated higher in the SP group (p < .032 and p < .009).

Conclusions: RP and SP represent comparably valuable tools for the training of specific communication skills from the student perspective. Both provide highly realistic training scenarios and warrant inclusion in medical curricula. Given the expense of SP, deciding which method to employ should be carefully weighed up. From the perspective of the students in our study, SP were seen as a more useful and more applicable tool than RP. We discuss the potential of RP to foster a greater empathic appreciation of the patient perspective.

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