Fostering professional communication skills of future physicians and teachers: effects of e learning with video cases and role play
This study investigated the effectiveness of three different versions of a training programme on physician patient and teacher parent conversations for medical students and student teachers. The research questions concerned the differential effects of e learning featuring contrastive video cases, role play including video feedback and their combination. The training effects were tested to determine whether they were similar across both professional domains. In a randomised controlled trial (N 168) three training conditions were prepared using a wait list control group. The assessment of communication competence was based on videotaped communications between the participants and simulated patients/parents (i.e. trained actors) The results of planned contrast analyses corroborated the study expectations: first, a strong overall treatment effect was observed. Second, the combined condition was more effective than e learning and role play alone when controlling for prior knowledge and cognitive ability. Third, e learning proved more effective than role play. Exploring interaction effects indicated that student teachers benefited more from the training than medical students.