Nigerian journal of clinical practice · 2026
The Effects of a Psychodrama-Based Social Problem-Solving Course on Undergraduate Health Professional Students: A Quasi-Experimental Study.
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Kamisli S
Аннотация
BACKGROUND: Social problem-solving is a critical competency in health professions education, as it underpins clinical reasoning, communication, and teamwork. However, opportunities for its development in early professional training remain limited. Psychodrama-based approaches have been increasingly used in health education to foster self-awareness, empathy, and interpersonal skills.
AIMS: This study aimed to evaluate the effects of a Psychodrama-Based Social Problem-Solving Course (PB-SPSC) on the problem-solving abilities of students enrolled in entry-level health sciences education programs.
SETTINGS AND DESIGN: A quasi-experimental pre-test-post-test controlled design was conducted with 54 undergraduate Occupational Health students, who completed the study (intervention group = 33; control group = 21).
METHODS AND MATERIALS: The intervention group participated in 14 weekly, 2-hour PB-SPSC sessions. The social problem-solving inventory-short form (SPSI-SF) was administered before and after the intervention. The Wilcoxon signed-rank test was used for within-group comparisons, and the Mann-Whitney U test for between-group comparisons. Statistical significance was set at p < 0.05.
RESULTS: There was a significant increase in the mean SPSI total score in the intervention group after PB-SPSC. The intervention group demonstrated a significant increase in positive problem orientation (p = 0.022) and a significant decrease in negative problem orientation (p = 0.046). No significant changes were observed in the control group.
CONCLUSIONS: The findings indicate that PB-SPSC enhances problem-solving skills in undergraduate health students by reducing negative orientation and fostering positive orientation. It may support health sciences students in developing competencies that are relevant for addressing patient needs.
AIMS: This study aimed to evaluate the effects of a Psychodrama-Based Social Problem-Solving Course (PB-SPSC) on the problem-solving abilities of students enrolled in entry-level health sciences education programs.
SETTINGS AND DESIGN: A quasi-experimental pre-test-post-test controlled design was conducted with 54 undergraduate Occupational Health students, who completed the study (intervention group = 33; control group = 21).
METHODS AND MATERIALS: The intervention group participated in 14 weekly, 2-hour PB-SPSC sessions. The social problem-solving inventory-short form (SPSI-SF) was administered before and after the intervention. The Wilcoxon signed-rank test was used for within-group comparisons, and the Mann-Whitney U test for between-group comparisons. Statistical significance was set at p < 0.05.
RESULTS: There was a significant increase in the mean SPSI total score in the intervention group after PB-SPSC. The intervention group demonstrated a significant increase in positive problem orientation (p = 0.022) and a significant decrease in negative problem orientation (p = 0.046). No significant changes were observed in the control group.
CONCLUSIONS: The findings indicate that PB-SPSC enhances problem-solving skills in undergraduate health students by reducing negative orientation and fostering positive orientation. It may support health sciences students in developing competencies that are relevant for addressing patient needs.