Teaching students to break bad news

Colletti, Lisa M.; Gruppen, Larry D.; Barclay, Mel L.; David, Sergio

doi:10.1016/s0002-9610(01)00651-1

Cited by 105 publications

(73 citation statements)

References 12 publications

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“…Colletti et al [23] trained medical students in breaking bad news, and compared those who were given the opportunity to practice to break bad news with a simulated patient with those who did not undertake this experience. Those students who had practiced breaking bad news with a simulated patient scored significantly better on a 27-item measure of communications skills than those who did not.…”

Section: The Use Of Simulated Patients And/or Role-play Versus No Intmentioning

confidence: 99%

The use of simulated patients and role-play in communication skills training: A review of the literature to August 2005

Lane¹,

Rollnick²

2007

Patient Education and Counseling

305

204

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Section: The Use Of Simulated Patients And/or Role-play Versus No Intmentioning

confidence: 99%

The use of simulated patients and role-play in communication skills training: A review of the literature to August 2005

Lane¹,

Rollnick²

2007

Patient Education and Counseling

305

204

View full text Add to dashboard Cite

“…22 We chose to use a 360-degree evaluation process involving facilitators, standardized patients, observers, and conversation participants. Although previously published evaluation strategies included the use of self-assessment surveys, 9,17 standardized patient-driven evaluation, [10][11][12]17 and blinded evaluators, 8,16 the use of 360-degree evaluation process incorporating gap analysis was rare. 22 This methodology promotes the practice of self-reflection by highlighting differences between self perception and group perception, encouraging the learner to focus on perceptual lacunae.…”

Section: Discussionmentioning

confidence: 99%

“…[7][8][9][10][11][12][13][14][15][16][17][18][19] We reviewed existing models and discovered that significant Introduction Preparing health care professionals for challenging communication tasks such as delivering bad news to patients and families is an area where a need for improved teaching has been identified.…”

Section: Introductionmentioning

confidence: 99%

A Simulation-Based Curriculum To Address Relational Crises in Medicine

Peterson¹,

Porter²,

Calhoun³

2012

Journal of Graduate Medical Education

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Introduction Preparing health care professionals for challenging communication tasks such as delivering bad news to patients and families is an area where a need for improved teaching has been identified. Objectives We developed a simulation-based curriculum to enhance the skills of health care professionals, with an emphasis on the communication of difficult or bad news, which we termed relational crises. Methods Our approach was based on a review of existing simulation-based curricula, with the addition of unique features, including a learner-focused needs assessment to shape curriculum development, use of 360-degree evaluations, and provision of written feedback. Development and implementation of our curriculum occurred in 3 phases. Phase I involved a multidisciplinary needs assessment, creation of a clinical scenario based on needs assessment results, and training of standardized patients. In Phase II we implemented the curriculum with 36 pediatric and internal medicine-pediatrics residents, 20 nurses, and 1 chaplain. Phase III consisted of the provision of written feedback for learners, created from the 360-degree evaluations compiled from participants, observers, faculty, and standardized patients. Results Participants felt the scenarios were realistic (average rating of 4.7 on a 5-point Likert scale) and improved their practice and preparedness for these situations (average rating, 4.75/5 and 4.18/5, respectively). Our curriculum produced a statistically significant change in participants' pre- and postcurriculum self-reported perceptions of skill (2.42/5 vs. 3.23/5, respectively, P < .001) and level of preparedness (2.91/5 vs. 3.72/5, respectively, P < .001). Discussion A simulation-based curriculum using standardized patients, learner-identified needs, 360-degree evaluations, and written feedback demonstrated a statistically significant change in participants' self-perceived skills and preparedness for communicating difficult news in pediatrics.

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“…Consistent with the literature on trainings to improve physician-patient communication [27,49,50], one of the most widely adopted strategies (13 studies out of 22) consisted of an evaluation of audio recorded interactions of participants in the training programs with either real-world patients or standardized patients. Similarly, 16 studies reported having used self-assessments, although specific measures differed across studies.…”

Section: Assessmentsmentioning

confidence: 99%

Training Programs for Improving Communication about Medical Research and Clinical Trials: A Systematic Review

Occa¹,

Morgan²

2018

Clinical Trials in Vulnerable Populations

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Objectives: The aim of this article is to provide recommendations on the structure, materials, and outcomes that should be adopted for communication training programs designed to improve clinical trial education for patients. Methods:A systematic review of peer-reviewed articles was conducted. A total of 22 studies were included. Several dimensions were analyzed, such as program design, content development, pedagogical tools, content of the program, and the outcomes affected. Results:The trainings described in the articles analyzed generally took the form of workshops and were developed by groups of heterogeneous experts. Trainings used a variety of educational materials and activities often developed by the research team hosting the training. The outcome measures and assessment methods were not consistent among the trainings, which hinders the ability to statistically synthetize findings. Conclusions:Findings from the review point to a number of recommendations for the development of future clinical research communication training programs. Training programs should be developed by a team of experts with a range of expertise and should be organized in the form of workshops. Participants should be able to role-play newly acquired communication skills using standardized patients.

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Teaching students to break bad news

Cited by 105 publications

References 12 publications

The use of simulated patients and role-play in communication skills training: A review of the literature to August 2005

The use of simulated patients and role-play in communication skills training: A review of the literature to August 2005

A Simulation-Based Curriculum To Address Relational Crises in Medicine

Training Programs for Improving Communication about Medical Research and Clinical Trials: A Systematic Review

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