Role-play Video Demonstrations in Teaching Communication Skills

This study aims to evaluate the effectiveness of role-play video demonstrations in teaching Doctor-Team Communication skills to fifth-year medical students at Ain Shams University. The study compares students who learn through online courses supplemented with role-play videos with students who received the traditional online course. Outcomes include student satisfaction and academic performance. The findings may help improve communication skills training in undergraduate medical education.

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Key information

Conditions

Education Behavior Communication Communication Barriers Education, Medical Healthcare Team Online Learning Role Playing Video

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Faculty of medicine ain shams university

Cairo, Abbasya, 11511, Egypt

About this study

This educational intervention study aims to evaluate the effectiveness of integrating role-play video demonstrations into an online Doctor-Team Communication course for fifth-year medical students at Ain Shams University Faculty of Medicine. Effective communication and teamwork are essential competencies for healthcare professionals and contribute to patient safety and quality of care.

The intervention consists of a series of recorded role-play videos demonstrating key communication and teamwork skills, including closed-loop communication, call-out and check-back, brief, huddle, debrief, SBAR, IPASS, doctor-patient communication, physician-nurse communication, nurse-patient communication, peer-to-peer communication, and doctor-pharmacist communication. These videos are integrated into the existing online course delivered through the university learning management system.

The study compares an intervention cohort exposed to the role-play videos with a comparison cohort that completed the traditional online course without the video demonstrations. Outcomes include student satisfaction with the course and academic performance as measured by course assessments and examination results.

The findings are expected to provide evidence regarding the value of role-play video demonstrations in enhancing communication skills education in undergraduate medical training and may inform future curriculum development in health professions education.

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

Fifth-year medical students enrolled in the Doctor-Team Communication course.
Taking the course for the first time.
Willing to participate in the study.

Exclusion criteria

Students who had previously completed the Doctor-Team Communication course.
Students who declined participation.

Treatment and study plan

Role play video demonstrations

Other

A series of recorded role-play video demonstrations was integrated into the online Doctor-Team Communication course. The videos illustrated key communication and teamwork competencies in realistic healthcare scenarios, including closed-loop communication, call-out and check-back, brief, huddle, debrief, SBAR, IPASS, doctor-patient communication, physician-nurse communication, nurse-patient communication, peer-to-peer communication, and doctor-pharmacist communication

Primary outcomes

Mean Total Course Score (0-25 Marks) in the Doctor-Team Communication Course ( academic performance )

Time frame: Immediately post-intervention (7 weeks) at course completion

Student academic performance: Student marks were recorded as an objective indicator of students' achievement. Total course marks were 25 marks, including: 17 marks for end of course exam which was in the form of single best answer questions and the remaining 8 marks were allocated for continuous assessment, with students' progress tracked on their learning management system.

Secondary outcomes

Mean Student Satisfaction Score on a Structured Course Evaluation survey ( student satisfaction )

Time frame: Immediately post-intervention (7 weeks)at course compltion

Student satisfaction will be assessed using a structured course evaluation surevy consisting of Likert-scale items evaluating instructor performance, course design, course structure, assessment and feedback, and overall satisfaction. Responses are scored on a 5-point Likert scale, with higher scores indicating greater satisfaction.

The Survey was delivered online immediately after the end of the course. It was derived from a previous survey by Strachota (2006)7, titled The Use of Survey Research to Measure Student Satisfaction in Online Courses, presented at the Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education at the University of Missouri-St. Louis. The survey was designed using closed-ended questions on a 5-point Likert scale as well as one open-ended question.

Sponsors and collaborators

Lead sponsor

Ain Shams University

Other

Registry information

Official study title

Effectiveness of Introducing Role-play Video Demonstrations in Teaching "Doctor-Team Communication" Online Course for 5th Year Students in Ain Eshams Medical School

Important dates

Study start: 2022
Primary completion: 2024
Study completion: 2024
First posted: Jul 23, 2026
Registry last updated: Jul 23, 2026

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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