A randomised controlled trial of the effectiveness of combining video role play with traditional methods of delivering undergraduate medical education.
OBJECTIVE
To determine the effectiveness of video role play with structured feedback in improving undergraduate communication skills and application of knowledge in genitourinary medicine.


METHODS
A blind, randomised, controlled trial.


METHODS
Fourth year undergraduates attending a 5 week attachment in genitourinary medicine during 1997 at a London medical school.


METHODS
A randomly selected sample group of undergraduates were filmed in the role of a doctor interviewing a patient (played by an actor) presenting with a genitourinary (GU) problem. Structured feedback by a GU physician and an educational psychologist was given a week later. The control group of undergraduates did not receive this training intervention.


METHODS
Student performance in two stations of an objective structured clinical examination (OSCE), administered at the end of their attachment. This tested communication skills and knowledge in GU settings.


RESULTS
132 undergraduates were assessed in the OSCE. 40 of these were in the sample group who received training using video role play with feedback and 92 were in the control group. The sample group scored significantly higher marks than the control group (p<0.001).


CONCLUSIONS
Video role play with structured feedback is effective in improving undergraduate communication skills and application of knowledge in GU medicine settings.
Knowles
C
C
Academic Department of Genitourinary Medicine, GKT, St Thomas's Hospital, London SEI 7EH, UK.
Kinchington
F
F
Erwin
J
J
Peters
B
B
D004504:Education, Medical, Undergraduate / Q000379:methods*; D006801:Humans; D008487:Medical History Taking; D010817:Physician-Patient Relations; D012381:Role Playing; D006113:United Kingdom; D014686:Venereology / Q000193:education*; D014741:Video Recording