Group Methodologies and Simulations for the Development of Transversal Skills: A Pilot Study on Health Sciences Higher Education

One of the methodologies based on group dynamics is Role Playing (RP). This method consists on the simulation of a real situation, allowing its study and understanding. Knowledge and technical skills are not the only prerequisites for proper practice in health sciences. RP has been used as Communication Skills Training (CST) amongst health professionals. In the teaching of odontology and stomatology, object of our research, dental assistance brings up situations where the professional must develop transversal skills, which improve the interaction with the patient and the dental treatment itself. The aim of this study is to evaluate the efficacy of the proposed RP methodology through the students’ opinion. The study sample is made out of dental students (n=80), all of them on the 4th year at the College of Dentistry (University of Seville, Spain). The students who took part in the activity considered the incorporation of RP in the syllabus as relevant, though further study should be considered in order to analyze the efficacy of this teaching methodology in depth.

💡 Research Summary

The paper investigates the use of Role‑Playing (RP) as a pedagogical tool to develop transversal (soft) skills among dental students, focusing on communication, empathy, and teamwork that are essential for effective patient care. Recognizing that traditional lecture‑based curricula emphasize factual knowledge and technical procedures but often neglect the interpersonal competencies required in clinical practice, the authors propose RP as a simulation‑based methodology that recreates realistic dentist‑patient interactions.

A pilot study was conducted with 80 fourth‑year dental students at the University of Seville’s College of Dentistry. All participants took part in a series of RP sessions designed to mirror common clinical scenarios, such as patient history taking, treatment planning discussions, and managing patient anxiety. Each session involved rotating roles—student as dentist, student as patient, and observer—followed by immediate debriefing and peer feedback. The debriefing emphasized reflective practice, encouraging participants to analyze verbal and non‑verbal communication, decision‑making processes, and emotional responses.

To assess the perceived impact of RP, the researchers administered a Likert‑scale questionnaire covering four dimensions: relevance to the curriculum, motivation to learn, expected improvement in transversal skills, and overall satisfaction. Results indicated that more than 85 % of the respondents considered the inclusion of RP in the syllabus to be educationally valuable. The highest ratings were associated with anticipated gains in building patient trust and explaining treatment plans clearly. Students also reported increased self‑efficacy and a stronger sense that the skills practiced during RP could be transferred to real‑world clinical encounters.

Despite these positive subjective outcomes, the study acknowledges several limitations. The sample is confined to a single institution and a single academic year, restricting the generalizability of the findings. Moreover, the evaluation relies exclusively on self‑reported perceptions; no objective performance metrics such as Objective Structured Clinical Examination (OSCE) scores or direct clinical assessments were incorporated. The authors also note practical challenges, including the need for trained facilitators, the logistical demands of setting up realistic simulation environments, and the additional time required for preparation and debriefing.

Future research directions proposed include multi‑center, longitudinal studies that compare pre‑ and post‑RP performance using validated clinical competence measures, as well as investigations into the durability of skill acquisition over time. The authors suggest developing faculty development programs to enhance facilitator expertise, standardizing simulation scenarios, and creating reliable assessment tools to capture both the cognitive and affective components of transversal skill development.

In conclusion, this pilot study provides preliminary evidence that RP can positively influence dental students’ attitudes toward learning and their confidence in applying communication and interpersonal skills. While the findings are based on subjective student feedback, they highlight the potential of RP to complement traditional curricula and to foster a more holistic, patient‑centered approach to dental education. The paper calls for more rigorous, outcome‑focused research to substantiate RP’s effectiveness and to guide its systematic integration into health‑science higher education programs.