The Journal of Korean Medicine (대한한의학회지)

The Society of Korean Medicine (대한한의학회)
권호 표지
DOI QR코드

DOI QR Code

Peer Role-Play in a College of Korean Medicine to Improve Senior Students' Competencies in Patient Care and Communication: A Case Analysis and Proposal for a Model

한의학 전공학생의 진료 및 의사소통 역량 향상을 위한 동료 역할극 모델제안과 사례분석

  • Eunbyul Cho (Department of Acupuncture and Moxibustion Medicine, College of Korean Medicine, Wonkwang University) ;
  • Hyun-Jong Jung (Department of Diagnostics, College of Korean Medicine, Wonkwang University) ;
  • Jungtae Leem (Department of Diagnostics, College of Korean Medicine, Wonkwang University)
  • 조은별 (원광대학교 한의과대학 침구의학교실) ;
  • 정현종 (원광대학교 한의과대학 진단학교실) ;
  • 임정태 (원광대학교 한의과대학 진단학교실)
  • Received : 2022.05.08
  • Accepted : 2022.08.16
  • Published : 2022.09.01
Download PDF
⟨ Previous Next ⟩

Abstract

Objectives: Peer role-play (PRP) has been used in health care training simulations because standardized patient training requires considerable time and expense. This study described the implementation of clinical simulation using PRP and examined the effect. Methods: Final year students from a single college of Korean medicine engaged in PRP as part of clinical skills practice. Education tools from clinical practice guidelines were used to structure the PRP. Communication competency was assessed with the Korean Version of the Self-Efficacy Questionnaire (KSE-12). Whether this training helped to achieve graduate outcomes was evaluated on a five-point scale. Results: Fifty-nine students (53.2%) participated in the survey. Among 12 items on the KSE-12, the score for "How certain are you that you are able to successfully listen attentively to the patient?" was the highest. Further, PRP was found to be helpful for self-directed learning, establishment of one's professional identity, and the ability to communicate and manage patients. Three themes ("Benefits of role-play", "The importance of positive feedback", "Limitations and problems of role-play"), 15 categories, and 16 central meanings were derived by categorizing learners' subjective opinions about PRP. Conclusions: Study findings indicate that PRP may contribute to improving communication skills and establishing a professional identity for future Korean medicine doctors. We suggest using PRP in clinical education in colleges of Korean Medicine.

Keywords

Acknowledgement

이 논문은 2022학년도 원광대학교의 교비지원에 의해 수행됨.

References

  1. Park, Y.-H., Huang, D.-S., & Shin, H.-K. (2011). A survey of the medical treatment environment in traditional Korean medicine clinics. Journal of Korean Oriental Medicine, 32(4), 25-36.
  2. Lim, C., Han, H., Hong, J., & Kang, Y. (2016). 2016 Competency Modeling for Doctor of Korean Medicine & Application Plans. Journal of Korean Medicine, 37(1), 101-113. https://ldoi.org/10.13048/jkm.16010
  3. Huggett, K. N., & Jeffries, W. (2019). An introduction to medical teaching (2nd ed.). Gyeongsan (Korea): Yeungnam University Press.
  4. Harden, R. M., & Laidlaw, J. M. (2017). Essential skills for a medical teacher: An introduction to teaching and learning in medicine. Paju (Korea): Academypress.
  5. Jo, H., & Min, S. (2020). The current status and future operations of Clinical Perfurmance Evaluation (CPX) in the nationwide colleges (graduate schools) of Traditional Korean Medicine. The Journal of Korean Medical History, 33(2), 9-21. https://doi.org/10.15521/JKMH.2020.33.2.009
  6. Collins, J. P., & Harden, R. M. (1998). AMEE Medical Education Guide No. 13: Real patients, simulated patients and simulators in clinical examinations. Medical Teacher, 20(6), 508-521. https://doi.org/10.1080/01421599880210
  7. Bosse, H. M., Nickel, M., Huwendiek, S., Jiinger, J., Schultz, J. H., & Nikendei, C. (2010). Peer role-play and standardised patients in communication training: A comparative study on the student perspective on acceptability, realism, and perceived effect. BMC Medical Education, 10(1), 27. https://doi.org/10.1186/1472-6920-10-27
  8. Harden, R. M., Lilley, P., & Patricio, M. (2016). The definitive guide to the OSCE: The Objective Structured Clinical Examination as a performance assessment. Edinburgh (UK): Elsevier.
  9. Gelis, A., Cervello, S., Rey, R., Llorca, G., Lambert, P., Franck, N., Dupeyron, A., Delpont, M., & Rolland, B. (2020). Peer Role-Play for Training Communication Skills in Medical Students: A Systematic Review. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 15(2), 106-111. https://doi.org/10.1097/SIH.0000000000000412
  10. Song, M-K., & Hong, S.-U. (2012). A survey of students' satisfaction on participation learning using role-play in clerkship. The Journal of Korean Oriental Medical Ophthalmology & Otolaryngology & Dermatology, 25(3), 65-77. https://doi.org/10.6114/JKOOD.2012.25.3.065
  11. Baile, W. F., & Blatoer, A. (2014). Teaching communications skills: Using action methods to enhance role-play in problem-based learning. Simulation in Healthcare, 9(4), 220-227. https://doi.org/10.1097/SIH.0000000000000019
  12. Kim, K.-S., Jeong, S.-Y., & Kim, K.-O. (2019). A study on the level of communication and clinical skills of Korean medical students by the participatory method of role playing. Journal of Oriental Neuropsychiatry, 30(3), 177-184. https://doi.org/10.7231/JON.2019.30.3.177
  13. Kim, K.-O., Kim, H.-K., An, H.-J., & Shin, H.-T. (2013). A study about the medical communication proficiency of Korean traditional medical students using standardized patients with Hwa-Byoung. Korean Journal of Oriental Preventive Medical Society, 17(1), 163-179.
  14. Cho, C. S. (2015). Student Satisfaction Study and Interrater Comparative Study on Patient-Physician Interaction Score of Clinical Performance Examination in Korean Medical Education. Korean Journal of Oriental Physiology & Pathology, 29(2), 152. https://doi.org/10.15188/kjopp.2015.04.29.2.152
  15. Kweon, J. H., Sim, S. B., Kim, E. J., Hong, J. W., & Shin, S. W. (2018). Evaluation of the Implementation of Clinical Performance Examination in Korean Medicine Education. Journal of Physiology & Pathology in Korean Medicine, 32(1), 51-61. https://doi.org/10.15188/kjopp.2018.02.32.1.51
  16. Park, K.-M., Cho, S.-H., Yang, S.-J., Shin, H.-T., & Choi, Y.-J. (2019). A Study about the Medical Communication Proficiency of Korean Traditional Medical Students Using Standardized Patients of Menopausal Disorder. The Journal of Korean Obstetrics and Gynecology, 32(2), 100-118. https://doi.org/10.15204/JKOBGY.2019.32.2.100
  17. Han, C.-Y., Kang, D.-W., Park, J.-G., Kim, B.-H., Kim, K.-S., Kim, Y.-B., & Nam, H.-J. (2020). An analysis of clerkship satisfaction in college of Korean medicine. J Korean Med Ophthalmol Otolaryngol Dermatol, 33(1), 12-24. https://doi.org/10.6114/JKOOD.2020.33.1.012
  18. Jo, H.-J., Park, J.-S., Rob, J. D., & Sung, H. K. (2020). A Survey on Students' Perception of Clinical Performance Examination (CPX) in College of Korean Medicine Using Student Standardized Patients. Society of Preventive Korean Medicine, 24(3), 1-13. https://doi.org/10.25153/SPKOM2020.24.3.001
  19. Jo, H.-J., Jo, N.-Y., Roh, J.-D., & Park, J.-S. (2021). A survey on clinical practice students' perception of clinical performance examination in a college of Korean medicine using the actor standardized patient and student standardized patient. Society of Preventive Korean Medicine, 25(3), 101-115. https://doi.org/10.25153/SPKOM.2021.25.3.008
  20. Tierney, L. M., & Henderson, M. C. (2010). (The)patient history: Evidence-based approach. Seoul (Korea): Korean medical books.
  21. Koonja Publish Academic Bureau. (2013). Must have items of CPX+OSCE. Paju (Korea): Koonja Publish Company.
  22. Globooks Academic Bureau. (2012). REAL CPX Guide Book. Paju (Korea): Globooks.
  23. National Institute for Korean Medicine Development. Introduction of Clinical Performance examination. National Clearinghouse for Korean Medicine. [serial online] [cited 2022 Feb 28]; Available from: URL:https://nikom.or.kr/nckm/html.do?menu_idx=123
  24. Axboe, M. K., Christensen, K. S., Kofoed, P.-E., & Ammentorp, J. (2016). Development and validation of a self-efficacy questionnaire (SE-12) measuring the clinical communication skills of health care professionals. BMC Medical Education, 16(1), 272. https://doi.org/10.1186/s12909-016-0798-7
  25. Gil, C.-R., & Sung, K.-M. (2020). Validity and reliability of the Korean version of self-efficacy questionnaire (KSE-12). Journal of Digital Convergence, 18(5), 337-345. https://doi.org/10.14400/JDC.2020.18.5.337
  26. Mala, A. N. D. S., de Azevedo, K. P. M., Braga, L. P., de Medeiros, G. C. B. S., de Oliveira Segundo, V. H., Bezerra, 1. N. M., ... & Piuvezam, G. (2021). Training in communication skills for self-efficacy of health professionals: a systematic review. Human resources for health, 19(1), 1-9. https://doi.org/10.1186/s12960-021-00574-3
  27. Escribsno, S., Julia-Sanchis, R, Garcia-Sanjuan, S., Congost-Maestre, N., & Cabanero-Martinez, M. J. (2021). Psychometric properties of the Attitudes towards Medical Communication Scale in nursing students. PeerJ, 9, e11034. https://doi.org/10.7717/peerj.11034
  28. Wolderslund, M., Kofoed, P.-E., & Ammentorp, J. (2021). The effectiveness of a person-centred communication skills training programme for the health care professionals of a large hospital in Denmark. Patient Education and Counseling, 104(6), 1423-1430. https://doi.org/10.1016/j.pec.2020.11.018
  29. Ha, E.-H., & Song, H.-S. (2015). The Effects of Structured Self-Debriefing Using on the Clinical Competency, Self-Efficacy, and Educational Satisfaction in Nursing Students after Simulation. The Journal of Korean Academic Society of Nursing Education, 21(4), 445-454. https://doi.org/10.5977/jkasne.2015.21.4.445
  30. Fanning, R. M., & Gaba, D. M. (2007). The Role of Debriefing in Simulation-Based Learning. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 2(2), 115-125. https://doi.org/10.1097/SIH.0b013e3180315539
  31. Decker, S., Fey, M., Sideras, S., Caballero, S., Rockstraw, L. (Rocky), Boese, T., Franklin, A. E., Gloe, D., Lioce, L., Sando, C. R, Meakim, c., & Borum, J. C. (2013). Standards of Best Practice: Simulation Standard VI: The Debriefing Process. Clinical Simulation in Nursing, 9(6), S26-829. https://doi.org/10.1016/j.ecns.2013.04.008
  32. Radziej, K., Loechner, J., Engerer, C., Niglio de Figueiredo, M., Freund, J., Sattel, H., Bachmann, C., Berberat, P.O., Dinkel, A., & Wuensch, A. (2017). How to assess communication skills? Development of the rating scale ComOn Check: Evaluation of communication skills. Medical Education Online, 22(1), 1392823. https://doi.org/10.1080/10872981.2017.1392823
  33. Kramer, G. A., Albino, J. E. N., Andrieu, S. C., Hendricson, W. D., Henson, L., Horn, B. D., Neumann, L. M., & Young, S. K. (2009). Dental Student Assessment Toolbox. Journal of Dental Education, 73(1), 12-35. https://doi.org/10.1002/j.0022-0337.2009.73.1.tb04636.x \ 12-35. https://doi.org/10.1002/j.0022-0337.2009.73.1.tb04636.x