Role play versus video-based learning for interprofessional communication and teamwork skills in nursing and medical students: a mixed-methods study in Pakistan.

Background: Effective interprofessional communication (IPC) is crucial for patient safety. However, IPC training is often insufficient in medical and nursing education in Pakistan. This study compares the effectiveness of Video-Based Learning (VBL) and Role Play (RP) in enhancing IPC and teamwork skills among undergraduate medical and nursing students.

Methods: A mixed-method approach encompassed a quasi-experimental design with focused group discussions. 64 participants were randomly divided into two groups (n = 32 each), each receiving training through either VBL or RP. The study employed the Communication and Teamwork Skills (CATS) assessment instrument utilized by two independent raters to evaluate improvements in coordination, situational awareness, cooperation, and communication skills before and after the interventions. Additionally, focus group discussions provided qualitative insights regarding the teaching strategies.

Results: Both RP and VBL significantly improved IPC and teamwork skills compared to baseline. RP showed greater enhancements across coordination, cooperation, and situational awareness compared to VBL. (p < 0.001). In the VBL group, significant improvements were observed in coordination (pre: 5.46 ± 1.93, post: 7.90 ± 2.50, p < 0.001), situational awareness (pre: 2.62 ± 1.07, post: 3.68 ± 1.78, p = 0.006), and communication (pre: 4.75 ± 3.57, post: 11.28 ± 3.72, p < 0.001), but not in cooperation (pre: 7.06 ± 3.24, post: 8.21 ± 2.57, p = 0.119). The RP group showed significant improvements in coordination (pre: 6.28 ± 2.58, post: 12.40 ± 2.62, p < 0.001), situational awareness (pre: 3.06 ± 2.21, post: 5.65 ± 1.51, p < 0.001), cooperation (pre: 8.09 ± 4.07, post: 13.46 ± 3.58, p < 0.001), and communication (pre: 4.25 ± 4.22, post: 13.15 ± 6.33, p < 0.001). Qualitatively, both methods were perceived as engaging and interactive, with the hands-on component in RP regarded by the participants as very valuable to actively practice their skills in a simulated environment.

Conclusions: RP significantly outperforms VBL in enhancing IPC and teamwork skills, making it a superior tool for healthcare education. The findings suggest that RP's practical, interactive nature makes it a more effective tool for teaching IPC and teamwork in medical and nursing education. Integrating RP activities into the curriculum could enhance communication and teamwork skills among students. Evaluating the longitudinal impact of this integration on patient care could be an area for future research.