Felix Michael Schmitz1, Kai Philipp Schnabel2, Daniel Bauer3, Ulrich Woermann4, Sissel Guttormsen5. 1. Institute for Medical Education, University of Bern, 3010, Bern, Switzerland. Electronic address: felix.schmitz@iml.unibe.ch. 2. Institute for Medical Education, University of Bern, 3010, Bern, Switzerland. Electronic address: kai.schnabel@iml.unibe.ch. 3. Institute for Medical Education, University of Bern, 3010, Bern, Switzerland. Electronic address: daniel.bauer@iml.unibe.ch. 4. Institute for Medical Education, University of Bern, 3010, Bern, Switzerland. Electronic address: ulrich.woermann@iml.unibe.ch. 5. Institute for Medical Education, University of Bern, 3010, Bern, Switzerland. Electronic address: sissel.guttormsen@iml.unibe.ch.
Abstract
OBJECTIVES: Video-based worked examples enable medical students to successfully prepare for breaking-bad-news (BBN) encounters with simulated patients (SPs). This is especially true when examples include hints that signal important content. This paper investigates whether the beneficial effect of hints only applies to video-based worked examples or also text-based examples. METHODS:One-hundred-and-forty-seven fourth-year medical students attending a BBN training participated in either of two equally scaffolded, randomised field trials. Prior to encountering SPs, the students worked through an e-learning module introducing the SPIKES protocol for delivering bad news; it contained the same worked example presented to either of four groups as text or video, with or without additional hints denoting the SPIKES steps being implemented. RESULTS: Only a main effect of 'hints' was revealed, implying that students in the hints groups delivered the news to an SP significantly more appropriately than those in the without-hints groups. CONCLUSIONS: Independent of their presentation format, worked examples with hints best foster students' BBN skills learning. PRACTICE IMPLICATIONS: In addition to video, text-based worked examples can effectively prepare students for BBN simulations if hints are included. This offers an affordable alternative to video examples, as text examples can be generated with less effort.
RCT Entities:
OBJECTIVES: Video-based worked examples enable medical students to successfully prepare for breaking-bad-news (BBN) encounters with simulated patients (SPs). This is especially true when examples include hints that signal important content. This paper investigates whether the beneficial effect of hints only applies to video-based worked examples or also text-based examples. METHODS: One-hundred-and-forty-seven fourth-year medical students attending a BBN training participated in either of two equally scaffolded, randomised field trials. Prior to encountering SPs, the students worked through an e-learning module introducing the SPIKES protocol for delivering bad news; it contained the same worked example presented to either of four groups as text or video, with or without additional hints denoting the SPIKES steps being implemented. RESULTS: Only a main effect of 'hints' was revealed, implying that students in the hints groups delivered the news to an SP significantly more appropriately than those in the without-hints groups. CONCLUSIONS: Independent of their presentation format, worked examples with hints best foster students' BBN skills learning. PRACTICE IMPLICATIONS: In addition to video, text-based worked examples can effectively prepare students for BBN simulations if hints are included. This offers an affordable alternative to video examples, as text examples can be generated with less effort.
Keywords:
Audio-video demonstration; Comparative study; Computer-assisted instruction; Medical students; Patient simulation; Text demonstration; Truth disclosure
Authors: Conor Gilligan; Martine Powell; Marita C Lynagh; Bernadette M Ward; Chris Lonsdale; Pam Harvey; Erica L James; Dominique Rich; Sari P Dewi; Smriti Nepal; Hayley A Croft; Jonathan Silverman Journal: Cochrane Database Syst Rev Date: 2021-02-08