Pilot study demonstrates improved prescription communication in medical students, indicating the benefit of combining role play with self-directed learning.
Key Points
To evaluate the effectiveness of role play and self-directed learning in teaching prescription communication skills to second-year medical undergraduate students.
Conducted a pilot study with N=25 second-year MBBS undergraduate students who underwent self-directed learning (SDL), a faculty demonstration, and peer role play.
Assessed skills across three objective structured practical examination (OSPE) stations and compared final OSPE scores with non-participating students using an unpaired t-test.
Collected student perceptions through free listing and analyzed feedback using the cognitive salience index (CSI).
Students participating in the intervention achieved significantly higher final OSPE communication scores than non-participants (p < 0.05).
Qualitative analysis revealed increased student confidence, with participants noting that role play accurately mirrored real-world clinical encounters and SDL fostered independent learning.