scholarly journals Medical students’ reflections on emotions concerning breaking bad news

2017 ◽  
Vol 100 (10) ◽  
pp. 1903-1909 ◽  
Author(s):  
Asta Kristiina Toivonen ◽  
Sari Lindblom-Ylänne ◽  
Pekka Louhiala ◽  
Eeva Pyörälä
Keyword(s):  
Medical Students ◽  
Bad News ◽  
Breaking Bad News ◽  
Breaking Bad

Use of Interactive Theater and Role Play to Develop Medical Students’ Skills in Breaking Bad News

2014 ◽  
Vol 29 (4) ◽  
pp. 704-708 ◽  
Author(s):  
Eric P. Skye ◽  
Heather Wagenschutz ◽  
Jeffrey A. Steiger ◽  
Arno K. Kumagai
Keyword(s):  
Medical Students ◽  
Role Play ◽  
Bad News ◽  
Breaking Bad News ◽  
Breaking Bad ◽  
Interactive Theater

scholarly journals Virtual patient simulation in breaking bad news training for medical students

2020 ◽  
Vol 103 (7) ◽  
pp. 1435-1438
Author(s):  
Valerie Carrard ◽  
Céline Bourquin ◽  
Sandy Orsini ◽  
Marianne Schmid Mast ◽  
Alexandre Berney
Keyword(s):  
Medical Students ◽  
Patient Simulation ◽  
Virtual Patient ◽  
Bad News ◽  
Breaking Bad News ◽  
Breaking Bad

scholarly journals A standardized low-cost peer role-playing training intervention improves medical student competency in communicating bad news to patients in Botswana

2018 ◽  
Vol 17 (1) ◽  
pp. 60-65 ◽  
Author(s):  
Katherine D. Westmoreland ◽  
Francis M. Banda ◽  
Andrew P. Steenhoff ◽  
Elizabeth D. Lowenthal ◽  
Erik Isaksson ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Low Cost ◽  
Role Playing ◽  
Bad News ◽  
Breaking Bad News ◽  
Multiple Choice Questions ◽  
Educational Training ◽  
Breaking Bad ◽  
Delivering Bad News

AbstractObjectiveThe purpose of this study was to demonstrate effectiveness of an educational training workshop using role-playing to teach medical students in Botswana to deliver bad news.MethodA 3-hour small group workshop for University of Botswana medical students rotating at the Princess Marina Hospital in Gaborone was developed. The curriculum included an overview of communication basics and introduction of the validated (SPIKES) protocol for breaking bad news. Education strategies included didactic lecture, handouts, role-playing cases, and open forum discussion. Pre- and posttraining surveys assessed prior exposure and approach to breaking bad news using multiple-choice questions and perception of skill about breaking bad news using a 5-point Likert scale. An objective structured clinical examination (OSCE) with a standardized breaking bad news skills assessment was conducted; scores compared two medical student classes before and after the workshop was implemented.ResultForty-two medical students attended the workshop and 83% (35/42) completed the survey. Medical students reported exposure to delivering bad news on average 6.9 (SD = 13.7) times monthly, with 71% (25/35) having delivered bad news themselves without supervision. Self-perceived skill and confidence increased from 23% (8/35) to 86% (30/35) of those who reported feeling “good” or “very good” with their ability to break bad news after the workshop. Feedback after the workshop demonstrated that 100% found the SPIKES approach helpful and planned to use it in clinical practice, found role-playing helpful, and requested more sessions. Competency for delivering bad news increased from a mean score of 14/25 (56%, SD = 3.3) at baseline to 18/25 (72%, SD = 3.6) after the workshop (p = 0.0002).Significance of resultsThis workshop was effective in increasing medical student skill and confidence in delivering bad news. Standardized role-playing communication workshops integrated into medical school curricula could be a low-cost, effective, and easily implementable strategy to improve communication skills of doctors.

scholarly journals Medical Students’ Skills and Needs for Training in Breaking Bad News

2012 ◽  
Vol 28 (1) ◽  
pp. 187-191 ◽  
Author(s):  
Friedrich Stiefel ◽  
Céline Bourquin ◽  
Carine Layat ◽  
Sara Vadot ◽  
Raphael Bonvin ◽  
...  
Keyword(s):  
Medical Students ◽  
Bad News ◽  
Breaking Bad News ◽  
Breaking Bad
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