Abstract
Introduction: Communication skills are an integral component of dental undergraduate education. Due to the complex nature of these skills, didactic teaching methods used in other educational contexts can be limited. Interactive and participative methods rooted in modern adult learning theories, such as Forum Theatre, may be more effective in the teaching of communication skills. Aim: To explore the usefulness of Forum Theatre in teaching clinical undergraduate dental students how to break bad news to their patients.
Methods: A purposive sample of 4th-year undergraduate dental students was invited to participate. An evaluation questionnaire was given to the students and collected after the Forum Theatre interactive session. Participants were asked to provide self-reported accounts on the most and least useful parts of the session, as well as the most important learning outcome. Usefulness of the session in clinical work, increasing confidence and ability in breaking bad news, were evaluated via a 5-point Likert-scale type question. Qualitative data were analysed using Framework Analysis to explore the themes found in the open-text component. Descriptive statistics were used to analyse the Likert-scale items.
Results: One hundred and fifteen completed questionnaires were collected from the 2015 and 2016 classes. Most students gave the Forum Theatre session a rating of 3 or above on a 5-point Likert scale; indicating that they found it useful. Qualitative results also showed that most participants liked the teaching session thanks to its interactive nature, the use of actors and the input of the facilitators. The majority of students showed preference towards smaller groups which give everyone equal opportunity to participate without unnecessary repetition.
Conclusion: The results seem to confirm previous findings. Students rated their learning experience involving Forum Theatre favourably. Smaller groups and trained facilitators are required for the success of this teaching method. Further research is needed to assess the long-term educational benefits of Forum Theatre.
| Original language | English |
|---|---|
| Pages (from-to) | 95-100 |
| Number of pages | 6 |
| Journal | European Journal of Dental Education |
| Volume | 23 |
| Issue number | 2 |
| Early online date | 21 Nov 2018 |
| DOIs | |
| Publication status | Published - 1 May 2019 |
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Keywords
- breaking bad news
- communication skills
- dental education
- forum theatre
- Clinical Competence
- Dentist-Patient Relations
- Humans
- Male
- Education, Dental/methods
- Teaching
- Group Processes
- Learning
- Female
- Perception
- Surveys and Questionnaires
- Students, Dental/psychology
- Communication
Cite this
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Dental students’ perceptions of learning communication skills in a forum theatre-style teaching session on breaking bad news. / Himida, Tarek (Lead / Corresponding author); Nanjappa, Sucharita; Yuan, Siyang; Freeman, Ruth.
In: European Journal of Dental Education, Vol. 23, No. 2, 01.05.2019, p. 95-100.Research output: Contribution to journal › Article
TY - JOUR
T1 - Dental students’ perceptions of learning communication skills in a forum theatre-style teaching session on breaking bad news
AU - Himida, Tarek
AU - Nanjappa, Sucharita
AU - Yuan, Siyang
AU - Freeman, Ruth
N1 - © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
PY - 2019/5/1
Y1 - 2019/5/1
N2 - Introduction: Communication skills are an integral component of dental undergraduate education. Due to the complex nature of these skills, didactic teaching methods used in other educational contexts can be limited. Interactive and participative methods rooted in modern adult learning theories, such as Forum Theatre, may be more effective in the teaching of communication skills. Aim: To explore the usefulness of Forum Theatre in teaching clinical undergraduate dental students how to break bad news to their patients.Methods: A purposive sample of 4th-year undergraduate dental students was invited to participate. An evaluation questionnaire was given to the students and collected after the Forum Theatre interactive session. Participants were asked to provide self-reported accounts on the most and least useful parts of the session, as well as the most important learning outcome. Usefulness of the session in clinical work, increasing confidence and ability in breaking bad news, were evaluated via a 5-point Likert-scale type question. Qualitative data were analysed using Framework Analysis to explore the themes found in the open-text component. Descriptive statistics were used to analyse the Likert-scale items.Results: One hundred and fifteen completed questionnaires were collected from the 2015 and 2016 classes. Most students gave the Forum Theatre session a rating of 3 or above on a 5-point Likert scale; indicating that they found it useful. Qualitative results also showed that most participants liked the teaching session thanks to its interactive nature, the use of actors and the input of the facilitators. The majority of students showed preference towards smaller groups which give everyone equal opportunity to participate without unnecessary repetition.Conclusion: The results seem to confirm previous findings. Students rated their learning experience involving Forum Theatre favourably. Smaller groups and trained facilitators are required for the success of this teaching method. Further research is needed to assess the long-term educational benefits of Forum Theatre.
AB - Introduction: Communication skills are an integral component of dental undergraduate education. Due to the complex nature of these skills, didactic teaching methods used in other educational contexts can be limited. Interactive and participative methods rooted in modern adult learning theories, such as Forum Theatre, may be more effective in the teaching of communication skills. Aim: To explore the usefulness of Forum Theatre in teaching clinical undergraduate dental students how to break bad news to their patients.Methods: A purposive sample of 4th-year undergraduate dental students was invited to participate. An evaluation questionnaire was given to the students and collected after the Forum Theatre interactive session. Participants were asked to provide self-reported accounts on the most and least useful parts of the session, as well as the most important learning outcome. Usefulness of the session in clinical work, increasing confidence and ability in breaking bad news, were evaluated via a 5-point Likert-scale type question. Qualitative data were analysed using Framework Analysis to explore the themes found in the open-text component. Descriptive statistics were used to analyse the Likert-scale items.Results: One hundred and fifteen completed questionnaires were collected from the 2015 and 2016 classes. Most students gave the Forum Theatre session a rating of 3 or above on a 5-point Likert scale; indicating that they found it useful. Qualitative results also showed that most participants liked the teaching session thanks to its interactive nature, the use of actors and the input of the facilitators. The majority of students showed preference towards smaller groups which give everyone equal opportunity to participate without unnecessary repetition.Conclusion: The results seem to confirm previous findings. Students rated their learning experience involving Forum Theatre favourably. Smaller groups and trained facilitators are required for the success of this teaching method. Further research is needed to assess the long-term educational benefits of Forum Theatre.
KW - breaking bad news
KW - communication skills
KW - dental education
KW - forum theatre
KW - Clinical Competence
KW - Dentist-Patient Relations
KW - Humans
KW - Male
KW - Education, Dental/methods
KW - Teaching
KW - Group Processes
KW - Learning
KW - Female
KW - Perception
KW - Surveys and Questionnaires
KW - Students, Dental/psychology
KW - Communication
UR - http://www.scopus.com/inward/record.url?scp=85057974126&partnerID=8YFLogxK
U2 - 10.1111/eje.12407
DO - 10.1111/eje.12407
M3 - Article
C2 - 30461132
VL - 23
SP - 95
EP - 100
JO - European Journal of Dental Education
JF - European Journal of Dental Education
SN - 1396-5883
IS - 2
ER -