Discussing Serious News

Flint, Hilary; Meyer, Mark J.; Hossain, Monir; Klein, Melissa

doi:10.1177/1049909115617140

Cited by 15 publications

(16 citation statements)

References 14 publications

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“…The topics introduced in the ‘teaching’ of empathy vary significantly. They include mindfulness [ 17 , 43 , 78 , 95 , 105 , 112 , 115 , 127 , 133 , 140 , 148 , 151 , 152 ], communication and interpersonal skills [ 6 , 12 , 13 , 15 , 19 , 38 , 50 , 51 , 56 , 60 , 64 , 69 , 73 , 85 , 94 , 105 , 109 , 115 , 119 , 121 , 125 , 127 , 128 , 138 , 146 , 143 ], and the arts and humanities [ 4 , 5 , 16 , 43 , 49 , 57 , 59 , 72 , 83 , 139 ]. Teachings in mindfulness involve meditation and mindful listening [ 78 , 95 , 112 , 133 , 140 ] whilst communication skills include active listening [ 73 , 125 , 128 , 138 ], use of open-ended questions [ 64 ], and improving communication among healthcare staff [ 69 ].…”

Section: Resultsmentioning

confidence: 99%

A systematic scoping review of approaches to teaching and assessing empathy in medicine

Zhou

Tan

et al. 2021

BMC Med Educ

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Background Empathy is pivotal to effective clinical care. Yet, the art of nurturing and assessing empathy in medical schools is rarely consistent and poorly studied. To inform future design of programs aimed at nurturing empathy in medical students and doctors, a review is proposed. Methods This systematic scoping review (SSR) employs a novel approach called the Systematic Evidence Based Approach (SEBA) to enhance the reproducibility and transparency of the process. This 6-stage SSR in SEBA involved three teams of independent researchers who reviewed eight bibliographic and grey literature databases and performed concurrent thematic and content analysis to evaluate the data. Results In total, 24429 abstracts were identified, 1188 reviewed, and 136 included for analysis. Thematic and content analysis revealed five similar themes/categories. These comprised the 1) definition of empathy, 2) approaches to nurturing empathy, 3) methods to assessing empathy, 4) outcome measures, and 5) enablers/barriers to a successful curriculum. Conclusions Nurturing empathy in medicine occurs in stages, thus underlining the need for it to be integrated into a formal program built around a spiralled curriculum. We forward a framework built upon these stages and focus attention on effective assessments at each stage of the program. Tellingly, there is also a clear need to consider the link between nurturing empathy and one’s professional identity formation. This foregrounds the need for more effective tools to assess empathy and to better understand their role in longitudinal and portfolio based learning programs.

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Section: Resultsmentioning

confidence: 99%

A systematic scoping review of approaches to teaching and assessing empathy in medicine

Zhou

Tan

et al. 2021

BMC Med Educ

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“…We are aware of only 2 relevant studies (both published since we initiated our program) that use bereaved parent volunteers in role-playing exercises to train pediatrics residents and fellows. 20,21 The sessions in both studies were well received by participants and increased residents' and fellows' self-reported confidence and preparedness for difficult conversations. Our study results extend the important findings in these articles.…”

Section: Discussionmentioning

confidence: 99%

Parents as Teachers: Teaching Pediatrics Residents the Art of Engaging in Difficult Conversations

Wilson

Hurwitz

Smith

et al. 2019

Journal of Graduate Medical Education

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Background Physicians often lack the skills and confidence needed to have difficult conversations with patients and their families. Patients and families who have experienced these conversations can provide valuable insight for resident physicians. Objective We developed a communication skills workshop for pediatrics residents using parents and a team of social workers, nurses, chaplains, and physician facilitators in role-playing exercises. Methods From 2007 to 2016, half-day ''difficult conversation'' workshops were held annually for postgraduate year 1 (PGY-1) and PGY-2 residents that included an interprofessional team and parents of children with life-threatening diagnoses. Questionnaires assessed residents' prior training, effectiveness of the sessions, and narrative feedback on the impact of this approach. Parents and team members were surveyed on the effectiveness of the training and the value of parent involvement. Results Median self-reported confidence levels for incoming PGY-1 residents following the workshop rose from 2 to 4 on a 5point Likert scale (99% response rate [128 of 129 surveyed], P , .001). The majority of PGY-2 residents (91%, 115 of 126) reported the workshop increased their confidence in engaging in difficult conversations (91% response rate [126 of 139]). Parents and clinical care team members agreed that parents would likely be preferable to standardized actors for these types of role-playing exercises (84% response rate [37 of 44]). Conclusions Involving patients' parents and an interprofessional team in role-playing scenarios was a well-received method for teaching residents how to engage in difficult conversations with patients and families, and improved their self-reported confidence when having these conversations.

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“…This is consistent with the recent finding that including bereaved parents in communication training for pediatric residents can improve resident confidence in conducting difficult conversations. 7…”

Section: Discussionmentioning

confidence: 99%

“…Despite the knowledge that strong advanced communication training is essential, 5 there remains a need for more guidance on this topic among trainees and established providers within general pediatrics and the pediatric subspecialties. 3,6 A recent study suggests that pediatric residents benefit from practicing skills in sharing life-altering information with bereaved parents, 7 indicating the value of incorporating parent perspectives in training communication skills.…”

Section: Introductionmentioning

confidence: 99%

Bad News Deserves Better Communication: A Customizable Curriculum for Teaching Learners to Share Life-Altering Information in Pediatrics

et al. 2016

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Introduction Learners have repeatedly expressed a desire for more structured training in communicating with families, especially when sharing life-altering information and breaking bad news. Concurrently, parents have indicated that pediatricians could conduct difficult conversations with greater skill. Based on local needs assessments and available pediatric literature, this guide presents didactic materials and a workshop-style, case-based, longitudinal approach for teaching communication skills to learners in pediatrics. Methods The customizable guide can be implemented as a 1-hour didactic presentation, a 1- to 3-hour workshop, or an integrated longitudinal curriculum. Unlike other available resources for breaking bad news, this guide is specifically designed for pediatrics and uses evidence-based communication guidelines developed for pediatric settings. The guidelines are modified from the adult-centered SPIKES (setting, perception, involvement, knowledge, emotions, summary) approach. The material was created by clinicians, educators, and parents of pediatric patients. In addition to video-based didactic materials and pediatric case scenarios, the guide includes materials for assessment, evaluation, and personal reflection. Results The modified SPIKES approach and didactic portion of this resource were validated as an initial training tool, yielding significant improvements in self-efficacy of pediatric providers and learners. Evaluations of the role-playing components provided by pediatric residents and fellows have been positive for the format and value of the learning experience. Participants reported a particular benefit from the inclusion of parent perspectives. Discussion Without a formal communication curriculum, learners must rely on chance observation of life-altering conversations during clinical rotations. This guide provides pediatric educators with structured, evidence-based materials to teach advanced communication skills.

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Discussing Serious News

Abstract: Including bereaved parents in this communication skills workshop improved the residents' confidence in discussing serious topics and enhanced the reality of the experience.

Cited by 15 publications

References 14 publications

A systematic scoping review of approaches to teaching and assessing empathy in medicine

A systematic scoping review of approaches to teaching and assessing empathy in medicine

Parents as Teachers: Teaching Pediatrics Residents the Art of Engaging in Difficult Conversations

Bad News Deserves Better Communication: A Customizable Curriculum for Teaching Learners to Share Life-Altering Information in Pediatrics

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