Perception of a communication workshop with patient partners by dental students: a qualitative study

Communication skills are vital for good patient-dentist relations. At Brest Dental University, a communication workshop for fourth-year undergraduate dental students involving role-playing with patient partners was devised and ran. The objective of this study was to explore perceptions of this workshop among the students and to identify potential areas for improvement.

The communication workshop consisted of two types of role-plays: first, a peer role-play and, then, some role-plays with patient partners. Two weeks after the workshop, the fourth-year undergraduate dental students (students beginning their clinical training) who participated were invited to semi-structured focus group interviews. Data collection and analysis were conducted until thematic saturation. An inductive thematic analysis was used to identify and structure emerging themes and sub-themes.

Four overarching themes emerged: clinical perspectives, educational impact, personal challenges, and the importance of feedback. Most students reported that the scenarios of role-plays with patient partners, based on the patient partners' experience and co-constructed with the teaching staff, enhanced the clinical realism of the role-plays. The peer role-play, in contrast, was perceived as less credible and harder to take seriously due to familiarity among peers. Students highlighted the added value of this new learning format compared with traditional lectures, noting how it prompted them to reassess their practices and attitudes. Patient feedback was described as particularly valuable and unique, offering constructive and supportive insights. Observing their peers on video was also beneficial to the students as it allowed them to identify their own strengths and weaknesses. However, this role-play setting pushed students beyond their comfort zone with many reporting stress induced by the environment (live video transmission, different layout of the clinical room compared to the dental ward). In the future, the complexity of the scenarios could also be adjusted.

This study provides a deeper understanding of undergraduate dental students' perceptions of patient-partner involvement in communication training, particularly its perceived realism, feedback value, and contribution to reflection.