scholarly journals Breaking Bad News Training Program Based on Video Reviews and SPIKES Strategy: What do Perinatology Residents Think about It?

2017 ◽  
Vol 39 (10) ◽  
pp. 552-559 ◽  
Author(s):  
Maria Setubal ◽  
Andrea Gonçalves ◽  
Sheyla Rocha ◽  
Eliana Amaral
Keyword(s):  
Training Program ◽  
Medical Training ◽  
Bad News ◽  
Control Group ◽  
Breaking Bad News ◽  
Emotional Needs ◽  
Residency Programs ◽  
Breaking Bad ◽  
Education Activity ◽  
The Impact

Objective Resident doctors usually face the task to communicate bad news in perinatology without any formal training. The impact on parents can be disastrous. The objective of this paper is to analyze the perception of residents regarding a training program in communicating bad news in perinatology based on video reviews and setting, perception, invitation, knowledge, emotion, and summary (SPIKES) strategy. Methods We performed the analysis of complementary data collected from participants in a randomized controlled intervention study to evaluate the efficacy of a training program on improving residents' skills to communicate bad news. Data were collected using a Likert scale. Through a thematic content analysis we tried to to apprehend the meanings, feelings and experiences expressed by resident doctors in their comments as a response to an open-ended question. Half of the group received training, consisting of discussions of video reviews of participants' simulated encounters communicating a perinatal loss to a “mother” based on the SPIKES strategy. We also offered training sessions to the control group after they completed participation. Twenty-eight residents who were randomized to intervention and 16 from the control group received training. Twenty written comments were analyzed. Results The majority of the residents evaluated training highly as an education activity to help increase knowledge, ability and understanding about breaking bad news in perinatology. Three big categories emerged from residents' comments: SPIKES training effects; bad news communication in medical training; and doctors' feelings and relationship with patients. Conclusions Residents took SPIKES training as a guide to systematize the communication of bad news and to amplify perceptions of the emotional needs of the patients. They suggested the insertion of a similar training in their residency programs curricula.

Breaking Bad News — Skills and Evidence

2009 ◽  
Vol 2 (10) ◽  
pp. 605-612 ◽  
Author(s):  
Jill Thistlethwaite
Keyword(s):  
Human Immunodeficiency Virus ◽  
Communication Skills ◽  
Human Immunodeficiency Virus Status ◽  
Bad News ◽  
Breaking Bad News ◽  
Breaking Bad ◽  
Immunodeficiency Virus ◽  
The Future ◽  
The Patient’S View ◽  
The Impact

Bad or unfavorable news may be defined as ‘any news that drastically and negatively alters the patient's view of her or his future’( Buckman 1992 ). When GPs talk about breaking bad news, they usually mean telling patients that they have cancer, though in fact similar communication skills may be employed when informing patients about a positive human immunodeficiency virus status, or that a relative has died. Of key importance in the process is the doctor gaining an understanding of what the patient's view of the future is or was — the expectation that now might not be met. A doctor should not assume the impact of the diagnosis without exploring the patient's worldview.

Students’ experiences with a longitudinal skills training program on breaking bad news: A follow-up study

2018 ◽  
Vol 101 (9) ◽  
pp. 1639-1644 ◽  
Author(s):  
M.H. Brouwers ◽  
H. Bor ◽  
R. Laan ◽  
C. van Weel ◽  
E. van Weel-Baumgarten
Keyword(s):  
Training Program ◽  
Skills Training ◽  
Bad News ◽  
Breaking Bad News ◽  
Breaking Bad ◽  
Follow Up Study

PA.06 Breaking bad news: the impact on parents

2014 ◽  
Vol 99 (Suppl 1) ◽  
pp. A18.3-A19
Author(s):  
D Nuzum ◽  
S Meaney ◽  
K O’Donoghue
Keyword(s):  
Bad News ◽  
Breaking Bad News ◽  
Breaking Bad ◽  
The Impact

scholarly journals The impact of early breaking bad news education: a qualitative study into students' self-reported take-home messages

MedEdPublish ◽  
2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Marianne Brouwers ◽  
Anne De la Croix ◽  
Roland Laan ◽  
Chris Van Weel ◽  
Evelyn Van Weel-Baumgarten
Keyword(s):  
Qualitative Study ◽  
Bad News ◽  
Breaking Bad News ◽  
Breaking Bad ◽  
The Impact

scholarly journals Improving Perinatology Residents' Skills in Breaking Bad News: A Randomized Intervention Study

2018 ◽  
Vol 40 (03) ◽  
pp. 137-146 ◽  
Author(s):  
Maria Silvia Setubal ◽  
Maria Ângela Antonio ◽  
Eliana Amaral ◽  
John Boulet
Keyword(s):  
Repeated Measures ◽  
Intervention Study ◽  
Training Session ◽  
Bad News ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Breaking Bad News ◽  
Breaking Bad ◽  
Significant Difference ◽  
Randomized Intervention Study

Objective Breaking bad news (BBN) is particularly difficult in perinatology. Previous research has shown that BBN skills can be learned and improved when taught and practiced. This project evaluated whether a structured training session would enhance perinatology residents' skills in BBN. Methods This was a randomized controlled intervention study with year 1 to 4 Perinatology residents from a medical school in Brazil, during the 2014/15 school year. A total of 61 out of 100 (61%) eligible residents volunteered to a structured training program involving communicating a perinatal loss to a simulated patient (SP) portraying the mother followed by the SP's immediate feedback, both video recorded. Later, residents were randomly assigned to BBN training based on a setting, perception, invitation, knowledge, emotion and summary (SPIKES) strategy with video reviews (intervention) or no training (control group). All residents returned for a second simulation with the same SP blinded to the intervention and portraying a similar case. Residents' performances were then evaluated by the SP with a checklist. The statistical analysis included a repeated measures analysis of covariance (RM-ANCOVA). Complementarily, the residents provided their perceptions about the simulation with feedback activities. Results Fifty-eight residents completed the program. The simulations lasted on average 12 minutes, feedback 5 minutes and SPIKES training between 1h and 2h30m. There was no significant difference in the residents' performances according to the SPs' evaluations (p = 0.55). The participants rated the simulation with feedback exercises highly. These educational activities might have offset SPIKES training impact. Conclusion The SPIKES training did not significantly impact the residents' performance. The residents endorsed the simulation with feedback as a useful training modality. Further research is needed to determine which modality is more effective.

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