Marcy E Rosenbaum1, Clarence Kreiter. 1. Department of Family Medicine, University of Iowa, Iowa City, Iowa, USA. Marcy-rosenbaum@uiowa.edu
Abstract
BACKGROUND: Delivering bad news is a difficult task that is important to address in medical education. PURPOSE: This study evaluated the impact of an experiential educational intervention using multiple standardized patient scenarios on medical students' comfort with delivering difficult news. METHODS: In small groups, 3rd-year medical students practiced communicating bad news within the context of five different patient scenarios. During 1999 and 2000, surveys were administered to 341 students before and 4 weeks and 1 year after the program. Students rated comfort level in discussing bad news, terminal illness, hospice, and dying with patients. RESULTS: A significant one standard deviation change was observed in students' self-reported comfort in communicating bad news after the educational program. The intervention was highly rated, especially the encounters with standardized patients and observation of others. CONCLUSIONS: Experiential education using multiple standardized patient scenarios is a successful model for increasing student comfort in responding to difficult clinical communication tasks.
BACKGROUND: Delivering bad news is a difficult task that is important to address in medical education. PURPOSE: This study evaluated the impact of an experiential educational intervention using multiple standardized patient scenarios on medical students' comfort with delivering difficult news. METHODS: In small groups, 3rd-year medical students practiced communicating bad news within the context of five different patient scenarios. During 1999 and 2000, surveys were administered to 341 students before and 4 weeks and 1 year after the program. Students rated comfort level in discussing bad news, terminal illness, hospice, and dying with patients. RESULTS: A significant one standard deviation change was observed in students' self-reported comfort in communicating bad news after the educational program. The intervention was highly rated, especially the encounters with standardized patients and observation of others. CONCLUSIONS: Experiential education using multiple standardized patient scenarios is a successful model for increasing student comfort in responding to difficult clinical communication tasks.
Authors: James Gorniewicz; Michael Floyd; Koyamangalath Krishnan; Thomas W Bishop; Fred Tudiver; Forrest Lang Journal: Patient Educ Couns Date: 2016-11-13
Authors: Erin Rothwell; Jeffrey R Botkin; Sydney Cheek-O'Donnell; Bob Wong; Gretchen A Case; Erin Johnson; Trent Matheson; Alena Wilson; Nicole R Robinson; Jared Rawlings; Brooke Horejsi; Ana Maria Lopez; Carrie L Byington Journal: AJOB Empir Bioeth Date: 2018-04-06
Authors: David S Hatem; Susan V Barrett; Mariana Hewson; David Steele; Urip Purwono; Robert Smith Journal: J Gen Intern Med Date: 2007-10-20 Impact factor: 5.128