PloS one · 2026
Enhancing medical communication skills through video-recorded peer role-play and a standardized checklist.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
L C Pallavi, Suryavanshi Chinmay, Prabhu Krishnamoorthi, Chauhan Archana, Raghurama Nayak Kirtana, Komattil Ramnarayan
Аннотация
OBJECTIVE: Developing communication skills early during medical training requires structured opportunities for practice, observation, and reflection. This study integrated video-recorded peer role-play with a standardized checklist to foster communication skill competencies among first-year medical students.
METHODS: A communication skills module was designed for 250 first-year MBBS students as part of the Attitude EThics COMmunication (AETCOM) course. The intervention integrated video-based submission of peer role-play of doctor‒patient interviews guided by a standardized, culturally contextualized checklist (Observation-Based Communication Skills Checklist; OCSC). The entire module was managed through the institutional learning management system (LMS). Student perceptions were gathered via a validated questionnaire and two focus group discussions (FGDs).
RESULTS: Of 241 valid submissions, 70% met expectations, and 28% exceeded them. Student feedback was overwhelmingly positive, with 87% agreeing that peer role-play was an effective learning method. A majority (91%) reported that the OCSC-guided video assignment provided a structured and reflective learning experience. Thematic analysis of FGDs revealed that checklist-guided role-play was helpful for skill acquisition, video assignment consolidated learning, and faculty feedback was crucial for improvement.
CONCLUSION: The integration of video-recorded peer role-play, a standardized checklist, and an LMS provides a scalable and effective framework for teaching, assessing, and reinforcing foundational communication skills in early-phase medical learners.
METHODS: A communication skills module was designed for 250 first-year MBBS students as part of the Attitude EThics COMmunication (AETCOM) course. The intervention integrated video-based submission of peer role-play of doctor‒patient interviews guided by a standardized, culturally contextualized checklist (Observation-Based Communication Skills Checklist; OCSC). The entire module was managed through the institutional learning management system (LMS). Student perceptions were gathered via a validated questionnaire and two focus group discussions (FGDs).
RESULTS: Of 241 valid submissions, 70% met expectations, and 28% exceeded them. Student feedback was overwhelmingly positive, with 87% agreeing that peer role-play was an effective learning method. A majority (91%) reported that the OCSC-guided video assignment provided a structured and reflective learning experience. Thematic analysis of FGDs revealed that checklist-guided role-play was helpful for skill acquisition, video assignment consolidated learning, and faculty feedback was crucial for improvement.
CONCLUSION: The integration of video-recorded peer role-play, a standardized checklist, and an LMS provides a scalable and effective framework for teaching, assessing, and reinforcing foundational communication skills in early-phase medical learners.