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Table 1 Descriptive statistics: beginning of course (n = 182 completed questionnaires)

From: From board to bedside – training the communication competences of medical students with role plays

No./statement Response category
  Agree completely Agree in part so/so Hardly agree Do not agree at all
  n (%) n (%) n (%) n (%) n (%)
  (1) (2) (3) (4) (5)
1) A course on doctor-patient communication is a good idea in general. 127 47 8 0 0
(69.8%) (25.8%) (4.4%) (0.0%) (0.0%)
2) I like that the contents of the course are not taught only in a lecture format. 77 70 30 4 1
(42.3%) (38.5%) (16.5%) (2.2%) (0.5%)
3) I think it is important to play the role of the doctor at least once during the course. 76 68 27 10 1
(41.8%) (37.4%) (14.8%) (5.5%) (0.5%)
4) I think it is important to play the role of the patient at least once during the course. 54 59 46 19 4
(29.7%) (32.4%) (25.3%) (10.4%) (2.2%)
5) I would like to play more than one role. 11 21 54 65 31
(6.0%) (11.5%) (29.7%) (35.7%) (17.0%)
6) When I imagine conducting an interview in front of the class, I get nervous. 21 46 50 43 22
(11.5%) (25.3%) (27.5%) (23.6%) (12.1%)
7) Concerning the feedback I will receive after playing a role, it is important to me that I be evaluated fairly. 171 9 2 0 0
(94.0%) (4.9%) (1.1%) (0.0%) (0.0%)
8) I have already independently conducted patient interviews before (e.g. as a nurse). 80 36 22 15 29
(44.0%) (19.8%) (12.1%) (8.2%) (15.9%)
9) I would like to learn how to manage difficult communication situations with patients. 136 39 5 2 0
(74.7%) (21.4%) (2.7%) (1.1%) (0.0%)
10) I think I will learn something useful for my later job as a doctor. 39 101 39 3 0
  (21.4%) (55.5%) (21.4%) (1.6%) (0.0%)