Table 1.
Perception of students about using role play in teaching communication skills
| Questions | Strongly agree (n) | Agree (n) | Total % (SA + A) | Neutral (n) | Disagree (n) | Strongly disagree (n) | Total (n) |
|---|---|---|---|---|---|---|---|
| Participation livelier | 26 | 61 | 88.78 | 10 | 1 | 0 | 98 |
| More Interesting | 30 | 57 | 88.78 | 8 | 3 | 0 | 98 |
| Breaks monotony | 40 | 49 | 90.82 | 8 | 1 | 0 | 98 |
| Helped learning communication skills | 41 | 46 | 88.78 | 9 | 2 | 0 | 98 |
| Attitude toward patients improved | 23 | 52 | 76.53 | 21 | 2 | 0 | 98 |
| Easier transition to ward cases | 23 | 47 | 71.43 | 26 | 2 | 0 | 98 |
| Mimicked real case scenarios | 18 | 43 | 62.24 | 33 | 4 | 0 | 98 |
| Clinical features remembered better | 24 | 50 | 75.51 | 20 | 4 | 0 | 98 |
| Revision of key points of lectures | 20 | 40 | 61.22 | 31 | 7 | 0 | 98 |
| Can be extended to other departments | 27 | 33 | 61.22 | 30 | 6 | 2 | 98 |
| Debriefing of role play further reinforced communication skills | 29 | 51 | 81.63 | 16 | 2 | 0 | 98 |
n=Number of students, SA=Strongly agree, A=Agree