Simulated patient and role play methodologies for communication skills and empathy training of undergraduate medical stu
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RESEARCH ARTICLE
Open Access
Simulated patient and role play methodologies for communication skills and empathy training of undergraduate medical students Cristina Bagacean1,2*, Ianis Cousin3, Anne-Helene Ubertini4, Mohamed El Yacoubi El Idrissi2, Anne Bordron1, Lolita Mercadie4, Leonor Canales Garcia5, Jean-Christophe Ianotto2, Philine De Vries3† and Christian Berthou1,2†
Abstract Background: Verbal and non-verbal communication, as well as empathy are central to patient-doctor interactions and have been associated with patients’ satisfaction. Non-verbal communication tends to override verbal messages. The aim of this study was to analyze how medical students use verbal and non-verbal communication using two different educational approaches, student role play (SRP) and actor simulated patient (ASP), and whether the nonverbal behaviour is different in the two different poses. Methods: Three raters evaluated 20 students playing the doctor role, 10 in the SRP group and 10 in the ASP group. The videos were analyzed with the Calgary-Cambridge Referenced Observation Guide (CCG) and, for a more accurate evaluation of non-verbal communication, we also evaluated signs of nervousness, and posture. Empathy was rated with the CARE questionnaire. Independent Mann Whitney U tests and Qhi square tests were performed for statistical analysis. Results: From the 6 main tasks of the CCG score, we obtained higher scores in the ASP group for the task ‘Gathering information’ (p = 0.0008). Concerning the 17 descriptors of the CCG, the ASP group obtained significantly better scores for ‘Exploration of the patients’ problems to discover the biomedical perspective’ (p = 0.007), ‘Exploration of the patients’ problems to discover background information and context’ (p = 0.0004) and for ‘Closing the session – Forward planning’ (p = 0.02). With respect to non-verbal behaviour items, nervousness was significantly higher in the ASP group compared to the SRP group (p < 0.0001). Concerning empathy, no differences were found between the SRP and ASP groups. Conclusions: Medical students displayed differentiated verbal and non-verbal communication behaviour during the two communication skills training methodologies. These results show that both methodologies have certain advantages and that more explicit non-verbal communication training might be necessary in order to raise students’ awareness for this type of communication and increase doctor-patient interaction effectiveness. Keywords: Communication, Verbal, Non-verbal, Empathy, Simulated patient, Role play * Correspondence: [email protected] † Philine De Vries and Christian Berthou contributed equally to this work. 1 Univ Brest, Inserm, UMR1227, Lymphocytes B et Autoimmunité, Brest, France 2 Department of Clinical Hematology, CHU de Brest, Brest University Medical School Hospital, 2 Av Foch, 29609 Brest, France Full list of author information is available at the end of the article © The Author(s). 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 In
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