Integration of role-playing into technical skills training: a randomized controlled trial.
BACKGROUND
Recently, efforts have been undertaken to enhance the face validity of technical skills training by introducing role-plays and standardised patients. Since little is known about the effects of role-playing with respect to the realism of a training situation and students' objective performance, we performed a randomized controlled trial.


METHODS
36 medical students participated in videotaped small group skills-lab sessions on the topics of Doppler sonography and gastric tube insertion. One half of the students participated in role-plays and the other half practised without role-playing. Realism of the training situation was analysed by means of post-intervention self-selected student survey evaluations. Technical performance and patient-physician communication were assessed by independent ratings of the videotaped sessions.


RESULTS
The physician's role was regarded to be significantly more realistic when performing role-plays. Assessment of videotaped sessions showed that practising technical skills by performing role-plays resulted in significantly better patient-physician communication whereas students' technical performance did not differ between groups.


CONCLUSIONS
Introducing role-plays enhances the realism of technical skills training and leads to better patient-physician communication. Students do not seem to be overstrained by practising clinical technical skills using role-plays. We conclude that role-playing is a valuable method in practising technical skills.
D000328:Adult; D020811:Biomedical Technology / Q000193:education*; D002983:Clinical Competence; D003142:Communication; D004504:Education, Medical, Undergraduate / Q000379:methods*; D005260:Female; D005858:Germany; D006801:Humans; D007388:Internal Medicine / Q000193:education*; D007441:Intubation, Gastrointestinal / Q000379:methods; D008297:Male; D016544:Patient Simulation; D010817:Physician-Patient Relations; D015397:Program Evaluation; D012381:Role Playing; D013337:Students, Medical / Q000523:psychology*; D013663:Teaching / Q000379:methods; D018608:Ultrasonography, Doppler / Q000379:methods; D014743:Videotape Recording