scholarly journals Virtual peer role-play during COVID-19 pandemic for teaching medical students how to break bad news

2021 ◽  
Author(s):  
Jebrane Bouaoud ◽  
Pierre Saintigny
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Response Rate ◽  
Low Cost ◽  
Role Play ◽  
Bad News ◽  
Breaking Bad News ◽  
Breaking Bad ◽  
Play Session ◽  
Students Satisfaction

AbstractIn order to cope with the SARS-CoV-2 pandemic and meet with the educational needs of medical students, we have evaluated the virtual peer role-plays (VPRP), an innovative approach to teach breaking bad news communication skills to medical students. Three scenarios of relational simulation were successively proposed to 237 medical students divided in 10 groups, each supervised by two teachers. Pre- and post-VPRP questionnaires were submitted to evaluate students’ satisfaction. The response rate of the pre- and post-VPRP questionnaires were 89% and 52% respectively. Two-thirds of the students had never participated in a peer role-play session. Most students had low level of confidence in breaking bad news communication and were motivated to participate to the VPRP session. Students’ satisfaction on VPRP session regarding quality (realism, organization), interest, perceived benefits was very positive. In conclusion, VPRP are feasible, of low cost (no material is required), applicable to other healthcare students and is relevant to the growth of teleconsultation.

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 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.

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.

scholarly journals The effect of communication skills training on residents’ physiological arousal in a breaking bad news simulated task

2013 ◽  
Vol 93 (1) ◽  
pp. 40-47 ◽  
Author(s):  
Julie Meunier ◽  
Isabelle Merckaert ◽  
Yves Libert ◽  
Nicole Delvaux ◽  
Anne-Marie Etienne ◽  
...  
Keyword(s):  
Communication Skills ◽  
Skills Training ◽  
Physiological Arousal ◽  
Bad News ◽  
Communication Skills Training ◽  
Breaking Bad News ◽  
Breaking Bad

Communicating with relatives in cancer care

2017 ◽  
Author(s):  
Isabelle Merckaert ◽  
Yves Libert ◽  
Aurore Liénard ◽  
Darius Razavi
Keyword(s):  
Communication Skills ◽  
Cancer Care ◽  
Skills Training ◽  
Bad News ◽  
Communication Skills Training ◽  
Complex Task ◽  
Breaking Bad News ◽  
Loved One ◽  
Breaking Bad ◽  
Optimal Patient Care

Relatives are omnipresent in cancer care and commonly accompany cancer patients to physician consultations, increasing the complexity of the resultant communication. Relatives can provide important collaborative history, support, and advocate for their loved one, as well as have their own needs addressed. Relatives may also desire to protect their loved ones, and challenges arise if they invite the clinician to collude in keeping secrets. Optimally including relatives in a consultation is a complex task. Specific skills—for instance, asking permission, using circular questions and offering summaries—can enrich triadic communication. When breaking bad news, strategies for three-person consultations that have been used in communication skills training deliver benefits to both patients and their relatives. The successful accomplishment of three-person consultations is one hallmark of the mature clinician. It requires skill and time, but can certainly promote optimal patient care.

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