The first group received communication training employing peer role-play (RP group, N = 34) and the second group received communication training with standardised patients (SP group, N = 35).
One group received communication training, followed by a comparison intervention (early intervention group, EI); the other group first received the comparison intervention and then communication training (late intervention group, LI).
The results showed In comparison to control group, communication skills training significantly reduces marital conflicts in case group (P=0.001).
The EI-group now had the class on ECG-interpretation, while the LI-group group received the communication training.
Medical students in their prefinal year were randomly assigned to one of two groups receiving communication training in Pediatrics either with RP (N = 34) or 19 individually trained SP (N = 35).
69 prefinal year students from a large German medical faculty were randomly assigned to one of two groups receiving communication training with RP (N = 34) or SP (N = 35) in the course of their paediatric rotation.
Clusters will consist of participating primary care physicians who will be randomized into three groups: Intervention A (communication training), intervention A+B (communication training + POCT), and control.
Fifth year medical students were randomly assigned to one of two groups receiving either communication training with peer role play (RP, N = 34) or standardized patients (SP, N = 35) within their pediatric rotation as described earlier [ 24].
By contrast, respondents from the active control group (participating in 18-hour communication training) showed no improvements in performance and no pre-/posttest differences in cortical activity.
In both groups the medical laypersons recalled significantly more items after the medical students received the communication training (EI group: 41 ± 9% vs. 23 ± 9%, p < .0001, LI group 49 ± 10% vs. 35±6%6%, p < .0001).0001
After the communication training both groups of medical laypersons recalled significantly more information items (EI: 41 ± 9% vs. 23 ± 9%, p < .0001, LI 49 ± 10% vs. 35±6%6%, p < .0001).0001
