Abstract

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.

Citation

Gartmeier, M., Bauer, J., Fischer, M.R., Hoppe-Seyler, T., Karsten, G., Kiessling, C., Möller, G.E., Wiesbeck, A. & Prenzel, M. (2015). Fostering Professional Communication Skills of Future Physicians and Teachers: Effects of E-Learning with Video Cases and Role-Play. Instructional Science: An International Journal of the Learning Sciences, 43(4), 443-462. Retrieved August 8, 2024 from https://www.learntechlib.org/p/157749/.

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Keywords

• Cognitive Ability
• Communicative Competence (Languages)
• Comparative Analysis
• Control Groups
• educational technology
• Experimental Groups
• Feedback (Response)
• Interpersonal Communication
• medical students
• Parent Teacher Cooperation
• Physician Patient Relationship
• PRIOR LEARNING
• Program Effectiveness
• role playing
• student teachers
• teaching methods
• Video Technology