INTRODUCTION: Delivering bad news is a difficult task for physicians, and medical schools do not always prepare future physicians for this inevitable task. OBJECTIVE: To examine training in breaking bad news, to improve medical students' competence and confidence in dealing with this important aspect of clinical practice. METHODS: An exploratory study using a qualitative approach was done at a Brazilian public university's medical school, which receives 30 medical students per semester. Two focus groups were conducted in 2018, with 15 students per group, before and after the training. The intervention consisted of a 6-month (4 h/wk) course about breaking bad news offered to 30 third-year medical students. The communication course included the perspectives of health care professionals, patients, and their families; the SPIKES protocol and the "ABCDE" mnemonic for delivering bad news; general guidelines; and role-playing/simulation strategies to improve students' skills and reduce their personal limitations. RESULTS: Results of the preintervention focus group demonstrated that only 30% of the students were aware of the importance of breaking bad news and of the existence of specific protocols to guide physicians in these situations. Findings from the postintervention focus group indicated that 90% of students understood the importance and began to apply protocols in their practice. DISCUSSION: Breaking bad news is a challenge for undergraduate medical students. The results of our qualitative study showed that students' perceptions about their capability in delivering bad news increased significantly after regular and focused training. The knowledge, skills, and attitudes acquired strengthened the students' self-reported ability to deal with situations requiring breaking bad news. CONCLUSION: The activities offered helped students develop communication skills. They made connections between their formal training (communication and cognitive skills) and actual clinical practice in a community-based rotation. The knowledge and skills acquired gave them tools needed to deliver bad news in their future clinical practice.
INTRODUCTION: Delivering bad news is a difficult task for physicians, and medical schools do not always prepare future physicians for this inevitable task. OBJECTIVE: To examine training in breaking bad news, to improve medical students' competence and confidence in dealing with this important aspect of clinical practice. METHODS: An exploratory study using a qualitative approach was done at a Brazilian public university's medical school, which receives 30 medical students per semester. Two focus groups were conducted in 2018, with 15 students per group, before and after the training. The intervention consisted of a 6-month (4 h/wk) course about breaking bad news offered to 30 third-year medical students. The communication course included the perspectives of health care professionals, patients, and their families; the SPIKES protocol and the "ABCDE" mnemonic for delivering bad news; general guidelines; and role-playing/simulation strategies to improve students' skills and reduce their personal limitations. RESULTS: Results of the preintervention focus group demonstrated that only 30% of the students were aware of the importance of breaking bad news and of the existence of specific protocols to guide physicians in these situations. Findings from the postintervention focus group indicated that 90% of students understood the importance and began to apply protocols in their practice. DISCUSSION: Breaking bad news is a challenge for undergraduate medical students. The results of our qualitative study showed that students' perceptions about their capability in delivering bad news increased significantly after regular and focused training. The knowledge, skills, and attitudes acquired strengthened the students' self-reported ability to deal with situations requiring breaking bad news. CONCLUSION: The activities offered helped students develop communication skills. They made connections between their formal training (communication and cognitive skills) and actual clinical practice in a community-based rotation. The knowledge and skills acquired gave them tools needed to deliver bad news in their future clinical practice.
Authors: Jennifer R Kogan; Lisa N Conforti; Elizabeth C Bernabeo; Steven J Durning; Karen E Hauer; Eric S Holmboe Journal: Med Educ Date: 2012-02 Impact factor: 6.251
Authors: Julia Lenkiewicz; Oliwia Lenkiewicz; Marcin Trzciński; Krzysztof Sobczak; Jan Plenikowski; Julia Przeniosło; Agata Kotłowska Journal: Int J Environ Res Public Health Date: 2022-02-24 Impact factor: 3.390