Valerie Carrard1, Céline Bourquin1, Sandy Orsini1, Marianne Schmid Mast2, Alexandre Berney3. 1. Psychiatric Liaison Service, Lausanne University Hospital (CHUV), Lausanne, Switzerland. 2. Department of Organizational Behavior, University of Lausanne, Lausanne, Switzerland. 3. Psychiatric Liaison Service, Lausanne University Hospital (CHUV), Lausanne, Switzerland. Electronic address: Alexandre.Berney@chuv.ch.
Abstract
OBJECTIVE: The present study explores students' perspective on the added value of a virtual patient (VP) simulation as part of a breaking bad news training in undergraduate medical education. METHODS: The VP simulation allows trying out and practicing different ways of disclosing a cancer diagnosis to a VP (avatar) and to react to emotionally-laden patient statements with the opportunity of self-observation through video recording. After testing the simulation, 23 students shared their experience in focus groups analyzed using thematic analysis. RESULTS: Self-observation is the most valued feature of the simulation, because it enables users to reflect on their behaviors and adjust them. The competences developed are otherwise technical (e.g., organization of information) and concern less interactional competences. Areas for improvement of the simulation are the interactivity, quality, and diversity of the VPs. CONCLUSION: The findings show that VP simulations help develop technical communication competences and are best suited as add-ons to other forms of training, in which relational aspects can be targeted. Self-observation is especially valued because it allows for a critical view regarding one's own communication behaviors in a stress-free environment. PRACTICE IMPLICATIONS: The proposed simulation is beneficial as an add-on to lectures, supervision, and simulated patient interviews.
OBJECTIVE: The present study explores students' perspective on the added value of a virtual patient (VP) simulation as part of a breaking bad news training in undergraduate medical education. METHODS: The VP simulation allows trying out and practicing different ways of disclosing a cancer diagnosis to a VP (avatar) and to react to emotionally-laden patient statements with the opportunity of self-observation through video recording. After testing the simulation, 23 students shared their experience in focus groups analyzed using thematic analysis. RESULTS: Self-observation is the most valued feature of the simulation, because it enables users to reflect on their behaviors and adjust them. The competences developed are otherwise technical (e.g., organization of information) and concern less interactional competences. Areas for improvement of the simulation are the interactivity, quality, and diversity of the VPs. CONCLUSION: The findings show that VP simulations help develop technical communication competences and are best suited as add-ons to other forms of training, in which relational aspects can be targeted. Self-observation is especially valued because it allows for a critical view regarding one's own communication behaviors in a stress-free environment. PRACTICE IMPLICATIONS: The proposed simulation is beneficial as an add-on to lectures, supervision, and simulated patient interviews.
Authors: Francis J Real; Anna M Hood; David Davis; Bradley Cruse; Melissa Klein; Yolanda Johnson; Emily McTate; William B Brinkman; Rogelle Hackworth; Kenyon Hackworth; Charles T Quinn; Lori E Crosby Journal: J Pediatr Hematol Oncol Date: 2022-04-01 Impact factor: 1.289
Authors: Ana Suárez; Alberto Adanero; Víctor Díaz-Flores García; Yolanda Freire; Juan Algar Journal: Int J Environ Res Public Health Date: 2022-07-18 Impact factor: 4.614