Human Papillomavirus Knowledge and Communication Skills: A Role-Play Activity for Providers

Abstract

Introduction: Human papillomavirus (HPV) infection and related cancers are a major cause of morbidity and mortality worldwide. Routine vaccination against HPV is recommended for patients starting at age 9-12 years. Discussing this vaccine with parents of young children can be challenging for clinicians. Barriers include parental beliefs, strength and quality of clinician recommendations, physician knowledge of HPV disease and vaccines, and provider comfort levels with discussing sexuality.

Methods: Our interactive workshop began with a predidactic role-play session addressing common concerns about the HPV vaccine where participants took turns playing a concerned parent or provider. We then gave a 30-minute didactic lecture and conducted a postdidactic role-play session to practice communication skills in promoting the HPV vaccine. All participants completed pre- and postintervention knowledge and skill self-assessments.

Results: Twenty-eight pediatric residents and medical students participated. We observed significant improvement in their ability to appropriately recommend the HPV vaccine in the postdidactic role-play (all ps < .02). Learner knowledge improved from pre- to postintervention (from 34% to 100%, p < .0025, based on average score), as did self-perceived comfort and confidence levels (from 3.6 to 4.3, p < .0001, average score based on a 5-point Likert scale).

Discussion: An interactive workshop utilizing role-play supplemented by a didactic lecture was effective in improving participants' knowledge, communication skills, comfort levels, and confidence levels regarding HPV disease and vaccines. The workshop offers a practical and interpersonal approach to improving learners' skills in discussing the HPV vaccine with parents.

Keywords: Alphapapillomavirus; Communication Skills; Human Papillomavirus (HPV); Pediatric Infectious Diseases; Pediatrics; Role-Play; Vaccines.

Figure 1.. Kolb's experiential theory as applied to the design of our role-play workshop.

Figure 2.. Comparison of pre- and postintervention answers to questions assessing knowledge of human papillomavirus disease and vaccines (N = 28). Answers were assessed as a binary response; a correct answer was defined as achieving 1 point, and an incorrect answer was defined as achieving <1 point. All pre-post differences were statistically significant (p < .0001).

Figure 3.. Comparison of human papillomavirus (HPV) vaccination opening recommendations in pre- versus postdidactic role-plays (N = 28). All pre-post differences were statistically significant (p < .02). Abbreviations: AAP, American Academy of Pediatrics; CDC, Centers for Disease Control and Prevention.