Introduction
Effective communication and interpersonal skills among medical emergency staff enhance service quality, reduce errors, boost patient satisfaction, and decrease stress. Role-playing and team-based learning are key methods to improve these skills, but determining the most effective approach is challenging. This study aimed to compare the impact of these 2 methods on the interpersonal communication skills of medical emergency staff at Abadan University of Medical Sciences in 2024.
Material and methods
This study used a semi-experimental pre-test–post-test design, targeting medical emergency staff at Abadan University of Medical Sciences in 2024. Sixty-eight eligible staff members were chosen through convenience sampling and assigned to 2 groups: role-playing and team-based learning. Data collection involved a demographic form and Wheeless et al.’s interpersonal communication skills questionnaire. Analysis was performed using SPSS version 22, with a significance level established at P < .05.
Results
The 2 groups had similar demographic characteristics (P > .05). Before the intervention, the mean score for interpersonal communication skills was 15.46 ± 93.97 in the team-based learning group and 14.30 ± 94.76 in the role-playing group, with no significant difference (P = .82). Post-intervention scores improved to 119.38 ± 11.96 for team-based learning and 131.76 ± 10.51 for role-playing, showing significant improvement, especially in the role-playing group (P = .001).
Conclusion
The study shows role-playing and team-based learning enhance medical emergency staff’s communication skills, with role-playing being more effective. Both methods are recommended, emphasizing role-playing for skill enhancement.
