Abstract Background: Doctor–patient communication is a core clinical competency but remains underemphasized in undergraduate curricula. The National Medical Commission introduced the Attitude, Ethics, and Communication (AETCOM) module to address this gap. This study evaluated the impact of AETCOM Module 2.1 on second-year medical undergraduates’ communication skills. Objectives: The primary objective was to assess the effectiveness of Module 2.1 on communication skills through role-play. The secondary objectives included exploring student and faculty perceptions on role-play as a teaching–learning method. Methodology: A total of 182 consenting second-year MBBS students participated. The module comprised three structured sessions with interactive lectures, small group discussions, and role-plays on common clinical scenarios. Communication skills were assessed using the Kalamazoo Checklist and SPIKES protocol. Pre- and post-test scores were compared using the paired t -test. Feedback was obtained through structured questionnaires and student reflections were analyzed. Results: Post-test scores (14.65 ± 1.628) showed a significant improvement over pre-test scores (13.99 ± 2.686; P = 0.0002), demonstrating enhanced communication skills. Over 60% of students strongly agreed that the module improved their understanding, confidence, and ability to simulate real-life encounters. Faculty members endorsed role-play as effective, highlighting improved engagement and awareness of ethical issues. Reflective writing encouraged critical analysis of communication practices and fostered self-awareness. Conclusion: AETCOM Module 2.1 significantly improved communication skills and emphasized ethical principles. Role-play emerged as an effective and engaging method, supporting the integration of structured communication training in undergraduate medical education.
Mahalmani et al. (Wed,) studied this question.
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