Table 4 Significant differences in the evaluation of the course according to the role played and age and sex of the students (p < .03 Bonferroni correction; N = 182)
From: From board to bedside – training the communication competences of medical students with role plays
Item | Group | Mean (SD) | p-value | p-value |
|---|---|---|---|---|
t test | U test | |||
Role played | ||||
I would like to play more than one role. | Doctor | 3.26 (1.07) | .011 | .008 |
Patient | 2.70 (1.07) | |||
When I imagine conducting an interview in front of the class, I get nervous. | Doctor | 3.28 (1.14) | .001 | .001 |
Patient | 2.67 (1.16) | |||
It was an important experience to play the role of the doctor or the patient at least once during the course. | Doctor | 1.73 (0.91) | <.001 | <.001 |
Patient | 2.30 (1.05) | |||
Age of the student | ||||
I have already independently conducted patient interviews before (e.g. as a nurse). | <25 | 2.49 (1.50) | <.001 | <.001 |
25+ | 1.47 (1.17) | |||
The feedback of the instructor was constructive and helpful. | <25 | 1.57 (0.73) | .003 | .033 |
25+ | 1.25 (0.44) | |||
I have gained competence in managing difficult communication situations with patients. | <25 | 1.76 (0.75) | .002 | .001 |
25+ | 2.54 (1.20) | |||
Sex of the student | ||||
I like that the contents of the course are not only frontally taught. | ♂ | 1.97 (0.91) | .023 | .040 |
♀ | 1.69 (0.75) | |||
When I imagine conducting an interview in front of the class, I get nervous. | ♂ | 3.23 (1.14) | .028 | .028 |
♀ | 2.83 (1.22) | |||
I would like to be taught more theory on doctor-patient communication. | ♂ | 3.90 (1.05) | .001 | .002 |
♀ | 4.36 (0.80) | |||
I would have liked to have received more feedback from the other students. | ♂ | 3.59 (1.02) | .003 | .002 |
♀ | 4.06 (0.97) | |||
I have gained competence in managing difficult communication situations with patients. | ♂ | 2.17 (1.01) | .001 | .001 |
♀ | 1.69 (0.73) | |||