Trial reportJMIR medical education2025
Enhancing Clinical Competencies Through Peer Role-Play in Oncology Graduate Students: Mixed Methods Study.
Trial report in JMIR medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The trial behind it
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Authors and funding
6 authors.
Funding
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Abstract
backgroundClinical competency is essential for oncology students to deliver high-quality patient care. However, traditional teaching methods may not fully support the development of critical skills such as communication, empathy, and clinical judgment. Peer role-play has emerged as a promising approach to bridge these gaps by enhancing interpersonal and diagnostic competencies within clinical settings.
objectiveThis study aims to evaluate the effectiveness of peer role-play in developing clinical competencies among oncology graduate students during their clinical rotation.
methodsThis study involves 70 first-year oncology graduate students from Affiliated Cancer Guangzhou Medical University Cancer Hospital in a 3-month clinical rotation within the department of oncology from January 2022 to December 2023. Participants were randomly assigned to either a peer role-play group (n=35) or a traditional teaching group (n=35), ensuring balanced gender and baseline competencies. The role-play group engaged in a structured curriculum that included case presentation, classroom instruction, and weekly role-play sessions, with debriefing and feedback sessions following each role-play. The traditional teaching group adhered to a standard curriculum without role-play exercises. Assessments included a baseline oncology theory exam, Mini-Clinical Evaluation Exercise for clinical competency evaluation, and a satisfaction survey for the role-play group.
resultsBaseline theory exam scores were comparable between the 2 groups (P=.08). However, the peer role-play group demonstrated significant improvements in doctor-patient communication, medical history taking, clinical judgment, and overall clinical competence compared to the traditional teaching group (P<.05). Furthermore, students in the role-play group reported high levels of satisfaction, citing scenario realism, communication practice opportunities, and feedback quality as key benefits.
conclusionsThis study indicates that peer role-play is an effective educational approach for developing clinical competencies in oncology graduate students, particularly in communication, empathy, and clinical reasoning. Role-play provides an engaging and practical learning experience, making it a valuable addition to clinical training programs aimed at enhancing patient-centered care skills in students.
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