[Use of actors to train medical students in communication skills]

The aim of our study was to investigate how medical students perceive the use of actors in the communication and consultation training at the University of Bergen, Norway.

A questionnaire was distributed to third year medical students attending the communication course the autumn 2004 and sixth year students attending the consultation course spring 2005. The students were asked to respond to statements related to how they had benefited from training with an actor. Further, they were asked to describe advantages and disadvantages with this teaching method. Quantitative data were presented descriptively as percentages. Qualitative data were analysed with a phenomenological method, as described by Giorgi and modified by Malterud. A total of 188 out of 215 students (87 %) answered the questionnaire.

Nearly all students (97 %) expressed that the teaching sessions with an actor had been valuable. The role-plays were described as credible and realistic. However, the students pointed at the risk of exaggerating the patient roles and lack of nuancing. Many students expressed the benefit of observing and practicing communication skills in role-plays based on theoretical models that had been taught in the lectures. Teaching with an actor was regarded as entertaining, engaging and beneficial.

The students expressed that the use of an actor in the communication and consultation training was beneficial. However, it remains to investigate whether this teaching method contributes to educating doctors with improved communication skills.