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. 2020 Nov 26;20(1):473.
doi: 10.1186/s12909-020-02387-9.

Effectiveness of clinical scenario dramas to teach doctor-patient relationship and communication skills

Yinan Jiang  1 , Lili Shi  1 , Jinya Cao  1 , Liming Zhu  2 , Yue Sha  3 , Tao Li  1 , Xiaohong Ning  4 , Xia Hong  1 , Xiaoyan Dai  5 , Jing Wei  6
Affiliations

Effectiveness of clinical scenario dramas to teach doctor-patient relationship and communication skills

Yinan Jiang et al. BMC Med Educ. .

Abstract

Background: The doctor-patient relationship in China has deteriorated in recent years, and poor doctor-patient communication is one of the main reasons. How to effectively carry out doctor-patient communication training originated from the West among Chinese medical students still to be studied. In the past decade, Peking Union Medical College has adopted clinical scenario drama to teach doctor-patient relationship and clinical communication skills. The aim of this study was to introduce clinical scenario dramas and evaluate its effectiveness in promoting doctor-patient relationships and clinical communication skills through students' self-perceptions in Chinese medical students.

Methods: This study was a retrospective, self-controlled study and conducted from March 2009 to October 2018. Doctor-patient relationship and communication skills training were administered to all sixth-year medical students, which involved lectures and various clinical scenario dramas. The program totaled 24 h, of which each class session was 3 h, with 8 sessions in total. All students were requested to complete an anonymous 5 likert self-rating survey including self-confidence in using communication skills and self-perceived learning attitude and ability before and at the end of the course. In addition, they were requested to evaluate the curriculum after completion of the course.

Results: Clinical scenario dramas helped students improve their self-confidence in clinical communication skills except for psychosomatic history taking (p < 0.05). The interests for participation in clinical scenario dramas were higher compared to attending lectures (4.39 ± 0.610 Vs 4.07 ± 0.831, p<0.01). Study participants were highly satisfied in the course setting, teaching instructors and content (4.61 ± 0.546, 4.65 ± 0.535, 4.63 ± 0.534). The self-evaluation results demonstrated that clinical scenario dramas improved the learning ability of medical students (p < 0.05).

Conclusion: The use of clinical scenario dramas was helpful in teaching doctor-patient communication skills.

Keywords: Clinical scenario drama; Communication skills; Doctor-patient relationship.

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Conflict of interest statement

All authors declare that they have no any Competing interests.

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