EducationNCT07722520
Role-play Video Demonstrations in Teaching Communication Skills
A study testing Role play video demonstrations in people with Education and Education, Medical, run by Ain Shams University at 1 site in Egypt.
Trial summary
This study aims to evaluate the effectiveness of role-play video demonstrations in teaching Doctor-Team Communication skills to fifth-year medical students at Ain Shams University. Read more about this study
- Who is it for?
- Any ageHealthy volunteers can take part
- Conditions the study is for
- Education, Education, Medical, Communication
- What is being tested?
- Role play video demonstrations
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 847 participants
- Where
- 1 siteEgypt
- Study dates
- 22 Feb 2022to 22 Apr 2024
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages Any age
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Fifth-year medical students enrolled in the Doctor-Team Communication course.
- Taking the course for the first time.
- Willing to participate in the study.
Who cannot join
- Students who had previously completed the Doctor-Team Communication course.
- Students who declined participation.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Effectiveness of Introducing Role-play Video Demonstrations in Teaching "Doctor-Team Communication" Online Course for 5th Year Students in Ain Eshams Medical School
This study aims to evaluate the effectiveness of role-play video demonstrations in teaching Doctor-Team Communication skills to fifth-year medical students at Ain Shams University. The study compares students who learn through online courses supplemented with role-play videos with students who received the traditional online course. Outcomes include student satisfaction and academic performance. The findings may help improve communication skills training in undergraduate medical education.
Read the detailed description
This educational intervention study aims to evaluate the effectiveness of integrating role-play video demonstrations into an online Doctor-Team Communication course for fifth-year medical students at Ain Shams University Faculty of Medicine. Effective communication and teamwork are essential competencies for healthcare professionals and contribute to patient safety and quality of care.
The intervention consists of a series of recorded role-play videos demonstrating key communication and teamwork skills, including closed-loop communication, call-out and check-back, brief, huddle, debrief, SBAR, IPASS, doctor-patient communication, physician-nurse communication, nurse-patient communication, peer-to-peer communication, and doctor-pharmacist communication. These videos are integrated into the existing online course delivered through the university learning management system.
The study compares an intervention cohort exposed to the role-play videos with a comparison cohort that completed the traditional online course without the video demonstrations. Outcomes include student satisfaction with the course and academic performance as measured by course assessments and examination results.
The findings are expected to provide evidence regarding the value of role-play video demonstrations in enhancing communication skills education in undergraduate medical training and may inform future curriculum development in health professions education.
- Conditions
- Education, Education, Medical, Communication, Communication Barriers, Role Playing, Video
- Being tested
- Role play video demonstrations
- Keywords
- Medical education, Video based, Role play, Communication skills, Doctor team communication, Online
- Medical subject headings
- Communication
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Role play video demonstrationsOther
A series of recorded role-play video demonstrations was integrated into the online Doctor-Team Communication course. The videos illustrated key communication and teamwork competencies in realistic healthcare scenarios, including closed-loop communication, call-out and check-back, brief, huddle, debrief, SBAR, IPASS, doctor-patient communication, physician-nurse communication, nurse-patient communication, peer-to-peer communication, and doctor-pharmacist communication
| Study group | Role | What they receive |
|---|---|---|
| Intervention group | Experimental | Participants received the online Doctor-Team Communication course supplemented with recorded role-play video demonstrations illustrating key communication and teamwork skills, including closed-loop communication, call-out and check-back, brief, huddle, debrief, SBAR, IPASS, and interprofessional communication scenarios Receives: Other: Role play video demonstrations |
| Control group | No intervention | Participants received the standard online Doctor-Team Communication course delivered through the learning management system without the additional role-play video demonstrations |
What is being measured
The primary outcome is the main question the study is designed to answer.
Mean Total Course Score (0-25 Marks) in the Doctor-Team Communication Course ( academic performance )
Student academic performance: Student marks were recorded as an objective indicator of students' achievement. Total course marks were 25 marks, including: 17 marks for end of course exam which was in the form of single best answer questions and the remaining 8 marks were allocated for continuous assessment, with students' progress tracked on their learning management system.
Measured: Immediately post-intervention (7 weeks) at course completion
Secondary outcomes (1)
Mean Student Satisfaction Score on a Structured Course Evaluation survey ( student satisfaction )
Student satisfaction will be assessed using a structured course evaluation surevy consisting of Likert-scale items evaluating instructor performance, course design, course structure, assessment and feedback, and overall satisfaction. Responses are scored on a 5-point Likert scale, with higher scores indicating greater satisfaction.
The Survey was delivered online immediately after the end of the course. It was derived from a previous survey by Strachota (2006)7, titled The Use of Survey Research to Measure Student Satisfaction in Online Courses, presented at the Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education at the University of Missouri-St. Louis. The survey was designed using closed-ended questions on a 5-point Likert scale as well as one open-ended question.
Measured: Immediately post-intervention (7 weeks)at course compltion
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted23 Jul 2026
- Study start22 Feb 2022
- Primary completion12 Jan 2024
- Study completion22 Apr 2024
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for EducationStudies of the same condition, open and under way.
- More trials run by Ain Shams UniversityThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 847 participants (actual)
Sponsor and investigators
- Lead sponsor
- Ain Shams University
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07722520
- Sponsor's protocol ID
- MS126/2024
- Status last verified
- Jul 2026
- First submitted
- 15 Jul 2026
- Last updated
- 23 Jul 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: Individual participant data will not be made publicly available due to confidentiality and privacy considerations. Study findings will be reported in aggregate form only
Study at a glance
From the registry record, last updated by the sponsor on 23 Jul 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effectiveness of Introducing Role-play Video Demonstrations in Teaching "Doctor-Team Communication" Online Course for 5th Year Students in Ain Eshams Medical School
- ClinicalTrials.gov ID
- NCT07722520
- Acronym / sponsor ID
- MS126/2024
- Conditions
- Education, Education, Medical, Communication, Communication Barriers, Role Playing, Video
- Keywords
- Medical education, Video based, Role play, Communication skills, Doctor team communication, Online
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 847 participants (actual)
- Lead sponsor
- Ain Shams UniversityUniversity, hospital or other
- Study start
- 22 Feb 2022 (actual)
- Primary completion
- 12 Jan 2024 (actual)
- Study completion
- 22 Apr 2024 (actual)
- First posted
- 23 Jul 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This study aims to evaluate the effectiveness of role-play video demonstrations in teaching Doctor-Team Communication skills to fifth-year medical students at Ain Shams University. The study compares students who learn through online courses supplemented with role-play videos with students who received the traditional online course. Outcomes include student satisfaction and academic performance. The findings may help improve communication skills training in undergraduate medical education.
Detailed description
This educational intervention study aims to evaluate the effectiveness of integrating role-play video demonstrations into an online Doctor-Team Communication course for fifth-year medical students at Ain Shams University Faculty of Medicine. Effective communication and teamwork are essential competencies for healthcare professionals and contribute to patient safety and quality of care.
The intervention consists of a series of recorded role-play videos demonstrating key communication and teamwork skills, including closed-loop communication, call-out and check-back, brief, huddle, debrief, SBAR, IPASS, doctor-patient communication, physician-nurse communication, nurse-patient communication, peer-to-peer communication, and doctor-pharmacist communication. These videos are integrated into the existing online course delivered through the university learning management system.
The study compares an intervention cohort exposed to the role-play videos with a comparison cohort that completed the traditional online course without the video demonstrations. Outcomes include student satisfaction with the course and academic performance as measured by course assessments and examination results.
The findings are expected to provide evidence regarding the value of role-play video demonstrations in enhancing communication skills education in undergraduate medical training and may inform future curriculum development in health professions education.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Intervention group | Experimental | Other: Role play video demonstrationsParticipants received the online Doctor-Team Communication course supplemented with recorded role-play video demonstrations illustrating key communication and teamwork skills, including closed-loop communication, call-out and check-back, brief, huddle, debrief, SBAR, IPASS, and interprofessional communication scenarios |
| Control group | No intervention | –Participants received the standard online Doctor-Team Communication course delivered through the learning management system without the additional role-play video demonstrations |
Who may qualify
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (3 listed)
- Fifth-year medical students enrolled in the Doctor-Team Communication course.
- Taking the course for the first time.
- Willing to participate in the study.
Key exclusion criteria (2 listed)
- Students who had previously completed the Doctor-Team Communication course.
- Students who declined participation.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Role play video demonstrationsA series of recorded role-play video demonstrations was integrated into the online Doctor-Team Communication course. The videos illustrated key communication and teamwork competencies in realistic healthcare scenarios, including closed-loop communication, call-out and check-back, brief, huddle, debrief, SBAR, IPASS, doctor-patient communication, physician-nurse communication, nurse-patient communication, peer-to-peer communication, and doctor-pharmacist communication | Other | Intervention group |
Primary outcome
Mean Total Course Score (0-25 Marks) in the Doctor-Team Communication Course ( academic performance )
Time frame: Immediately post-intervention (7 weeks) at course completion
Student academic performance: Student marks were recorded as an objective indicator of students' achievement. Total course marks were 25 marks, including: 17 marks for end of course exam which was in the form of single best answer questions and the remaining 8 marks were allocated for continuous assessment, with students' progress tracked on their learning management system.
1 secondary outcome
Mean Student Satisfaction Score on a Structured Course Evaluation survey ( student satisfaction )
Time frame: Immediately post-intervention (7 weeks)at course compltion
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 23 Jul 2026.
- Individual participant dataSharing planned: No. Individual participant data will not be made publicly available due to confidentiality and privacy considerations. Study findings will be reported in aggregate form only
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Role play video demonstrations in people with Education and Education, Medical, run by Ain Shams University at 1 site in Egypt.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 3 inclusion and 2 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 23 Jul 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Egypt. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Mean Total Course Score (0-25 Marks) in the Doctor-Team Communication Course ( academic performance ) (time frame: Immediately post-intervention (7 weeks) at course completion). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 23 Jul 2026.