Table 3 Qualitative course evaluation data – content aspects
From: From board to bedside – training the communication competences of medical students with role plays
Content aspect | Statistics | |
|---|---|---|
n | % | |
(frequency of mentioning) | (out of N = 182) | |
What did you like about the course? | ||
Comfortable/good/relaxed/casual/open/easy atmosphere; no pressure to perform | 38 | 20.9 |
Constructive/matter-of-fact feedback; constructive cooperation; good collaboration of all participants | 24 | 13.2 |
Role play instead of frontal teaching; practical use of theory | 18 | 9.9 |
Discussion; lots of room for discussion; no deadlocked opinion | 16 | 8.8 |
Good/diversified/interesting/realistic cases | 11 | 6.0 |
Got to learn about different possibilities/strategies for dealing with different communication situations | 6 | 3.3 |
What should be changed about the course and how? | ||
Both roles should be played by each student/Everybody should have the chance to be the doctor. | 15 | 8.2 |
Less theory/fewer models/less repetition of well-known models | 10 | 5.5 |
Give out patients’ roles earlier/patients should have the chance to prepare better | 9 | 4.9 |
Conclusion at the end of the lesson unnecessary, redundant information, visualization unnecessary | 7 | 3.8 |
Do not use feedback sheets | 6 | 3.3 |
Distribute patient and doctor roles randomly | 5 | 2.7 |