The Effects of a Psychodrama-Based Social Problem-Solving Course on Undergraduate Health Professional Students: A Quasi-Experimental Study

BACKGROUND: Social problem-solving is a critical competency in health professions education, as it underpins clinical reasoning, communication, and teamwork. However, opportunities for its development in early professional training remain limited. Psychodrama-based approaches have been increasingly used in health education to foster self-awareness, empathy, and interpersonal skills. AIMS: This study aimed to evaluate the effects of a Psychodrama-Based Social Problem-Solving Course (PB-SPSC) on the problem-solving abilities of students enrolled in entry-level health sciences education programs. SETTINGS AND DESIGN: A quasi-experimental pre-test-post-test controlled design was conducted with 54 undergraduate Occupational Health students, who completed the study (intervention group = 33; control group = 21). METHODS AND MATERIALS: The intervention group participated in 14 weekly, 2-hour PB-SPSC sessions. The social problem-solving inventory-short form (SPSI-SF) was administered before and after the intervention. The Wilcoxon signed-rank test was used for within-group comparisons, and the Mann-Whitney U test for between-group comparisons. Statistical significance was set at p < 0.05. RESULTS: There was a significant increase in the mean SPSI total score in the intervention group after PB-SPSC. The intervention group demonstrated a significant increase in positive problem orientation (p = 0.022) and a significant decrease in negative problem orientation (p = 0.046). No significant changes were observed in the control group. CONCLUSIONS: The findings indicate that PB-SPSC enhances problem-solving skills in undergraduate health students by reducing negative orientation and fostering positive orientation. It may support health sciences students in developing competencies that are relevant for addressing patient needs.