Table 2.
Perception of teachers about using role play in teaching communication skills
| Questions | Strongly agree (n) | Agree (n) | Total % (SA + A) | Neutral (n) | Total (n) |
|---|---|---|---|---|---|
| Participation by students was livelier | 9 | 3 | 100 | 0 | 12 |
| Teaching was more interesting | 7 | 3 | 83.33 | 2 | 12 |
| Breaks monotony | 7 | 4 | 91.67 | 1 | 12 |
| Communication skills taught with more objectivity | 9 | 2 | 91.67 | 1 | 12 |
| Attitude as a doctor improved | 7 | 3 | 83.33 | 2 | 12 |
| Revision of key points of lectures | 7 | 3 | 83.33 | 2 | 12 |
| Mimicked real case scenarios | 5 | 3 | 66.67 | 4 | 12 |
| Easier transition to ward cases | 7 | 2 | 75.0 | 3 | 12 |
| Mandatory to incorporate in UG teaching | 8 | 3 | 91.67 | 1 | 12 |
| Debriefing further stressed upon communication skills | 7 | 4 | 91.67 | 1 | 12 |
| Clinical features remembered better | 9 | 3 | 100 | 0 | 12 |
| Can be extended to other topics as well as other departments | 7 | 3 | 83.33 | 2 | 12 |
n=Number of faculty, SA=Strongly agree