Fostering professional communication skills of future physicians and teachers: effects of e-learning with video cases and role-play.

Autor/inn/en	Gartmeier, Martin; Bauer, Johannes; Fischer, Martin R.; Hoppe-Seyler, Tobias; Karsten, Gudrun; Kiessling, Claudia; Möller, Grit E.; Wiesbeck, Anne; Prenzel, Manfred
Titel	Fostering professional communication skills of future physicians and teachers: effects of e-learning with video cases and role-play.
Quelle	In: Instructional science, 43 (2015) 4, S. 443-462Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0020-4277; 1573-1952
DOI	10.1007/s11251-014-9341-6
Schlagwörter	Kommunikationstraining; Rollenspiel; Lehramtsstudium; Referendar; Konversation; Unterweisung; Humanmedizin; Computerunterstütztes Verfahren; Evaluation; Medizinische Ausbildung; Lehrveranstaltung; E-Learning; Student
Abstract	This study investigated the effectiveness of three different versions of a training programme on physician-patient and teacher-parent conversations for medical students and student teachers. The research questions concerned the differential effects of e-learning featuring contrastive video cases, role-play including video feedback and their combination. The training effects were tested to determine whether they were similar across both professional domains. In a randomised controlled trial (N = 168), three training conditions were prepared using a wait-list control group. The assessment of communication competence was based on videotaped communications between the participants and simulated patients/parents (i.e., trained actors). The results of planned contrast analyses corroborated the study expectations: first, a strong overall treatment effect was observed. Second, the combined condition was more effective than e-learning and role-play alone when controlling for prior knowledge and cognitive ability. Third, e-learning proved more effective than role-play. Exploring interaction effects indicated that student teachers benefited more from the training than medical students. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3