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• W2123398081 abstract "Background In medical students’ communication training, the doctor-patient encounter can be simulated through experiential learning methods, such as simulated patients (SPs) and role-play. However, more theater and drama education–based methods have not been widely used in the context of medical education. Aim In this mixed-method study, we compare SPs, role-play, and Theatre in Education (TIE) method in teaching interpersonal communication competence (ICC) to medical students. We describe how a course in communication was based on the communication in the disciplines (CID) theoretical framework and principles of experiential learning and reflection. Method Second-year medical students ( n = 132) were randomly assigned to three groups where SPs, role-play, and TIE method were used. Data were collected by a questionnaire, focus group interviews, and a translated version of the Communication Skills Attitude Scale. Data were analyzed using statistical methods, qualitative content analysis, and cross-case analysis. Results The results show that (a) the medical students perceived all three methods favorably, (b) the students’ self-reported learning outcomes were very similar in the three groups, and (c) the students’ attitudes to learning communication skills became more positive as the training progressed. Conclusion We present a model that can be used in designing and implementing specialty-specific communication training in other disciplines than medicine as well." @default.
• W2123398081 created "2016-06-24" @default.
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• W2123398081 date "2014-04-01" @default.
• W2123398081 modified "2023-10-15" @default.
• W2123398081 title "Communication Skills for Medical Students" @default.
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• W2123398081 doi "https://doi.org/10.1177/1046878114538915" @default.
• W2123398081 hasPublicationYear "2014" @default.
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