Communication skills training through ‘role play’ in an acute critical care course

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dc.contributor.authorKumar, Akshayen_US
dc.contributor.authorSokhal, Navdeepen_US
dc.contributor.authorAggarwal, Richaen_US
dc.contributor.authorGoyal, Keshaven_US
dc.contributor.authorSoni, Kapil Deven_US
dc.contributor.authorGarg, Rakeshen_US
dc.contributor.authorBhoi, Sanjeeven_US
dc.contributor.authorDeorari Ashoken_US
dc.contributor.authorSharma, Ajayen_US
dc.date.accessioned2023-06-27T08:32:24Z
dc.date.available2023-06-27T08:32:24Z
dc.date.issued2021-04
dc.description.abstractBackground. Effective patient–doctor communication is a key component of patient-centred care, which is one of the six pillars of quality healthcare delivery. Structured and effective communication skills training for healthcare providers is the need of hour in medical education. We assessed the efficacy of role play and simulation in developing communication skills. Methods. As a key component of an acute critical care course (ACCC), communication skills are taught using role play models and simulation. Live feedback is critical in learning during this course as per the principles of adult learning (andragogy). Quantitative and qualitative data were collected to assess the efficacy of ACCC. Results. The 19th ACCC was introduced to interns at the All India Institute of Medical Sciences, New Delhi in December 2018. The teaching methodology and objective-oriented structured training in ACCC were much appreciated for training in human factors with emphasis on communication. A positive response was obtained from the candidates 3 weeks after they completed the course to assess whether interns are able to make use of this training in their day-to-day clinical practice amounting to a reliable evidence level of Kirkpatrick's ‘return of investment’. Conclusion. The use of ‘role play’ to teach communication skills is effective and superior to lecture-based teaching. Further structured and interactive programmes in communication skills training will improve patient care, relatives’ satisfaction and the image of medical profession.en_US
dc.identifier.affiliationsDepartment of Emergency Medicine, All India Institute of Medical Sciences, Ansari Nagar, New Delhi 110029, Indiaen_US
dc.identifier.affiliationsDepartment of Neuroanaesthesia and Critical Care, J.P.N. Apex Trauma Centre, All India Institute of Medical Sciences, Ansari Nagar, New Delhi 110029, Indiaen_US
dc.identifier.affiliationsDepartment of Critical Care, J.P.N. Apex Trauma Centre, All India Institute of Medical Sciences, Ansari Nagar, New Delhi 110029, Indiaen_US
dc.identifier.affiliationsDepartment of Onco-Anaesthesia and Palliative Care, Dr B.R. Ambedkar Institute–Rotary Cancer Hospital, All India Institute of Medical Sciences, Ansari Nagar, New Delhi 110029, Indiaen_US
dc.identifier.affiliationsDepartment of Emergency Medicine, J.P.N. Apex Trauma Centre, All India Institute of Medical Sciences, Ansari Nagar, New Delhi 110029, Indiaen_US
dc.identifier.affiliationsDepartment of Paediatrics, All India Institute of Medical Sciences, Ansari Nagar, New Delhi 110029, Indiaen_US
dc.identifier.affiliationsWirral Teaching Hospitals, Core Surgical Training Merseyside, North West of England, University of Liverpool, Liverpool, UKen_US
dc.identifier.citationKumar Akshay, Sokhal Navdeep, Aggarwal Richa, Goyal Keshav, Soni Kapil Dev, Garg Rakesh, Bhoi Sanjeev, Deorari Ashok, Sharma Ajay. Communication skills training through ‘role play’ in an acute critical care course. The National Medical Journal of India. 2021 Apr; 34(2): 92-94en_US
dc.identifier.issn0970-258X
dc.identifier.issn2583-150X
dc.identifier.placeIndiaen_US
dc.identifier.urihttps://imsear.searo.who.int/handle/123456789/218136
dc.languageenen_US
dc.publisherAll India Institute of Medical Sciencesen_US
dc.relation.issuenumber2en_US
dc.relation.volume34en_US
dc.source.urihttps://doi.org/10.4103/0970-258X.326757en_US
dc.titleCommunication skills training through ‘role play’ in an acute critical care courseen_US
dc.typeJournal Articleen_US
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