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Table 4 Significant differences in the evaluation of the course according to the role played and age and sex of the students (p < .03 Bonferroni correction; N = 182)

From: From board to bedside – training the communication competences of medical students with role plays

Item Group Mean (SD) p-value p-value
    t test U test
Role played
I would like to play more than one role. Doctor 3.26 (1.07) .011 .008
Patient 2.70 (1.07)
When I imagine conducting an interview in front of the class, I get nervous. Doctor 3.28 (1.14) .001 .001
Patient 2.67 (1.16)
It was an important experience to play the role of the doctor or the patient at least once during the course. Doctor 1.73 (0.91) <.001 <.001
Patient 2.30 (1.05)
Age of the student
I have already independently conducted patient interviews before (e.g. as a nurse). <25 2.49 (1.50) <.001 <.001
25+ 1.47 (1.17)
The feedback of the instructor was constructive and helpful. <25 1.57 (0.73) .003 .033
25+ 1.25 (0.44)
I have gained competence in managing difficult communication situations with patients. <25 1.76 (0.75) .002 .001
25+ 2.54 (1.20)
Sex of the student
I like that the contents of the course are not only frontally taught. 1.97 (0.91) .023 .040
1.69 (0.75)
When I imagine conducting an interview in front of the class, I get nervous. 3.23 (1.14) .028 .028
2.83 (1.22)
I would like to be taught more theory on doctor-patient communication. 3.90 (1.05) .001 .002
4.36 (0.80)
I would have liked to have received more feedback from the other students. 3.59 (1.02) .003 .002
  4.06 (0.97)   
I have gained competence in managing difficult communication situations with patients. 2.17 (1.01) .001 .001
  1.69 (0.73)   
  1. Coding see Tables 1 and 2.
  2. ♂ male students ♀ female students.