Imparting prescription communication skills in second year MBBS students through role play and self-directed learning: A pilot study

Objectives: The objective of the study is to impart prescription communication skills in second MBBS undergraduate students using role play and self-directed learning (SDL). Materials and Methods: A total of 25 second year MBBS undergraduate students participated in this pilot study after providing written informed consent. The intervention consisted of an SDL session, a faculty-led role play demonstration and student-performed role plays. Prescription communication skills were assessed using three objective structured practical examination (OSPE) stations. Scores from the final OSPE station of participating students were compared with those of non-participating students using an unpaired t -test. Student perceptions of their prescription communication skills and the effectiveness of the teaching–learning methods were collected through free listing and analysed using cognitive salience index (CSI). Results: The OSPE scores of students who underwent the intervention were significantly higher compared to non-participants ( p < 0.05). Students reported enhanced confidence and improved prescription communication abilities. They highlighted that role play simulated real-life scenarios effectively, while SDL encouraged active, independent learning. Conclusion: Role play combined with SDL is an effective teaching method to impart prescription communication skills in undergraduate medical students.