Content uploaded by Judith Johnson
Author content
All content in this area was uploaded by Judith Johnson on Jun 12, 2018
Content may be subject to copyright.
A preview of the PDF is not available
Interventions to Improve the Breaking of Bad or Difficult News by Physicians, Medical Students, and Interns/Residents: A Systematic Review and Meta-Analysis
Abstract and Figures
Purpose:
To assess the effectiveness of news delivery interventions to improve observer-rated skills, physician confidence, and patient-reported depression/anxiety.
Method:
MEDLINE, EMBASE, CINAHL, PsycINFO, and Cochrane Register of Controlled Trials databases were searched from inception to September 5, 2016 (updated February 2017). Eligible studies included randomized controlled trials (RCTs), non-RCTs, and controlled before-after studies of interventions to improve the communication of bad or difficult news by physicians, medical students, and residents/interns. The EPOC risk of bias tool was used to conduct a risk of bias assessment. Main and secondary meta-analyses examined the effectiveness of the identified interventions for improving observer-rated news delivery skills and for improving physician confidence in delivering news and patient-reported depression/anxiety, respectively.
Results:
Seventeen studies were included in the systematic review and meta-analysis, including 19 independent comparisons on 1,322 participants and 9 independent comparisons on 985 participants for the main and secondary (physician confidence) analyses (mean [SD] age = 35 [7] years; 46% male), respectively. Interventions were associated with large, significant improvements in observer-rated news delivery skills (19 comparisons: standardized mean difference [SMD] = 0.74, 95% CI = 0.47-1.01) and moderate, significant improvements in physician confidence (9 comparisons: SMD = 0.60, 95% CI = 0.26-0.95). One study reported intervention effects on patient-reported depression/anxiety. The risk of bias findings did not influence the significance of the results.
Conclusions:
Interventions are effective for improving news delivery and physician confidence. Further research is needed to test the impact of interventions on patient outcomes and determine optimal components and length.
Figures - uploaded by Judith Johnson
Author content
All figure content in this area was uploaded by Judith Johnson
Content may be subject to copyright.
... The badness of fertility news is a product of the extent to which the news compromises parenthood goals, its features (timing, nature, number), and the context in which it is delivered. Qualitative research showed fertility staff thought SPIKES, the most endorsed and efficacious framework to guide bad news delivery in healthcare (Baile et al., 2000;Johnson and Panagioti, 2018), is appropriate for fertility care. Our results suggest SPIKES (or similar frameworks) may need to be adapted or augmented so that guidance puts equal emphasis on addressing the challenges that sharing bad news poses to staff and patients, is tailored to news features, and informs on how to communicate uncertainty, address (extreme) emotional reactions empathically, and promote hope when sharing the news. ...
STUDY QUESTION
What do fertility staff and patients think is bad news in fertility care?
SUMMARY ANSWER
Staff and patients agree bad news is any news that makes patients less likely to achieve parenthood spontaneously or access and do successful treatment, but their appraisals of how bad the news is are differently influenced by specific news features and the context of its delivery.
WHAT IS KNOWN ALREADY
Bad news is common in fertility care, but staff feel unprepared to share it and four in 10 patients react to it with unanticipated emotional or physical reactions. Research has paid much attention to how bad news should be shared, but considerably less to what news is perceived as bad, despite the fact this may dictate elements of its delivery.
STUDY DESIGN, SIZE, DURATION
Two cross-sectional, online, mixed-method surveys (active 7 January–16 July 2022) were distributed to fertility staff and patients across the UK and Europe.
PARTICIPANTS/MATERIALS, SETTING, METHODS
Staff inclusion criteria were being a healthcare professional working in fertility care and having experience of sharing bad news at least once a month. Patients’ inclusion criteria were being adults and having had a conversation in which staff shared or explained bad news concerning their fertility care within the last 2 months. Surveys were created in English using Qualtrics, reviewed by patients and healthcare professionals, and distributed via social media, Prolific, fertility organizations, and scientific societies. Patients were asked, regarding the last time bad news were shared with them, ‘What was the bad news?’ and ‘What other news would you consider bad news in fertility care?’. Staff were asked to ‘List the three most challenging topics of bad news you share with your patients’. Staff and patient data were separately thematically analysed to produce basic codes, organized into sub-themes and themes. Themes emerging from patients’ and staff data were compared and synthesized into meta themes.
MAIN RESULTS AND THE ROLE OF CHANCE
Three hundred thirty-four staff accessed the survey, 286 consented, and 217 completed (65% completion rate). Three hundred forty-four patients accessed the survey, 304 consented, and 222 completed (64% completion rate). Eighty-five percent of participants were women, 62% resided in Europe, and 59% were in private care. Average staff age was 45.2 (SD = 12.0), 44% were embryologists or lab technicians, 40% were clinicians (doctors, consultants, or physicians), and 8% nurses or midwifes. Average patient age was 32.2 (SD = 6.4) and 54% had children. Staff answers originated 100 codes, 19 sub-themes and six themes. Patients’ answers produced 196 codes, 34 sub-themes, and 7 themes. Staff and patient themes were integrated into three meta-themes reflecting main topics of bad news. These were Diagnosis and negative treatment events and outcomes, Inability to do (more) treatment, and Care and patient factors disrupting communication. Staff and patients agreed that some news features (uncertain, disruptive, definitive) made news more challenging but disagreed in relation to other features (e.g. unexpected/expected). Patient factors made bad news more challenging to staff (e.g. difficult emotions) and care factors made bad news more challenging to patients (e.g. disorganized care).
LIMITATIONS, REASONS FOR CAUTION
Participants were self-selected, and most were women from private European clinics. Questions differed for staff and patients, focused on subjective perceptions of news, and did not measure news impact.
WIDER IMPLICATIONS OF THE FINDINGS
The badness of fertility news is not only a product of the extent to which the news compromises parenthood goals but also of its features (timing, nature, number) and the context in which the news is delivered. Guidance on sharing bad news in fertility care needs to go beyond easing the process for patients to also consider staff experiences. Guidance may need to be tailored to news features and context.
STUDY FUNDING/COMPETING INTEREST(S)
Cardiff University funded the research. S.G., J.B., O’.H., and A.D. report funding from the Higher Education Funding Council for Wales and the European Society for Human Reproduction and Embryology (ESHRE) to develop fertiShare: a sharing bad news eLearning course for fertility care. fertiShare will be distributed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International Licence (CC BY-NC-SA 4.0). No other conflicts are reported in relation to this work.
TRIAL REGISTRATION NUMBER
N/A.
... Os estudantes tiveram melhor desempenho no ciclo 1 do que no 2, voltando a melhorar no 3, porém de maneira semelhante aos iniciantes. Estudantes manifestaram sensação de ansiedade, exaustão emocional, insegurança e desejo de distanciamento do paciente durante a comunicação de más notícias 57 , mas treinamentos recorrentes de comunicação aumentaram a confiança de estudantes e médicos recém-formados [58][59][60][61] . ...
Resumo Competências foram definidas como o conjunto de conhecimentos, habilidades e atitudes que um profissional deverá adquirir para exercer determinada atividade de trabalho. O objetivo deste estudo foi avaliar as competências em cuidados paliativos entre os estudantes matriculados em um curso de medicina brasileiro. Todos os estudantes matriculados foram convidados para participar e preencheram a ferramenta Palliative Competence Tool. Os dados obtidos foram calculados em escores entre zero e 100 e comparados entre as dez competências e os ciclos acadêmicos. Os resultados mostraram quatro padrões, sendo o mais frequente a redução dos escores entre estudantes dos ciclos básico e intermediário, com recuperação parcial no estágio. Apenas a competência ética e tomada de decisão mostrou elevação no estágio. Concluiu-se que a aquisição de competências em cuidados paliativos na graduação médica ainda é frágil. Novas estratégias de ensino poderão ser adotadas com intenção de aprimorar a aquisição de competências no futuro.
... Los estudiantes tuvieron un mejor desempeño en el ciclo 1 que en el 2, y volvieron a mejorar en el 3, pero de manera similar a los principiantes. Los estudiantes manifestaron un sentimiento de ansiedad, agotamiento emocional, inseguridad y deseo de distanciarse del paciente al comunicar malas noticias 57 , pero la capacitación en comunicación recurrente aumentó la confianza de los estudiantes y médicos recién graduados [58][59][60][61] . ...
Resumen Las competencias son un conjunto de conocimientos, habilidades y actitudes que debe adquirir el profesional para desempeñar una actividad laboral. Este estudio pretende evaluar las competencias en cuidados paliativos entre los estudiantes de medicina matriculados en el grado de medicina en Brasil. Todos los inscritos recibieron invitación a participar y completaron la Palliative Competence Tool. Los datos obtenidos se calcularon en puntuaciones entre 0 y 100 y se compararon entre las diez competencias y los ciclos académicos. Los resultados mostraron cuatro patrones; el más frecuente fue la reducción de la puntuación entre los estudiantes de ciclos básico e intermedio, con recuperación parcial en las prácticas. Solo la competencia ética y la toma de decisiones presentaron una alta puntuación en las prácticas. Sigue siendo débil la adquisición de competencias en cuidados paliativos en medicina. La adopción de nuevas estrategias de enseñanza puede mejorar la adquisición de las competencias en el futuro.
... Students often expressed feelings of anxiety, emotional exhaustion, insecurity, and a desire to distance themselves from patients when delivering bad news 57 . However, recurrent communication training has proven to increase the confidence of both students and newly graduated physicians [58][59][60][61] . ...
Competencies have been defined as the set of knowledge, skills and attitudes that a professional should acquire to perform a certain work activity. This study aimed to assess competencies in palliative care among students enrolled in a Brazilian medical course. All enrolled students were invited to participate and answer the Palliative Competence Tool. The data obtained were calculated in scores between zero and 100 and compared between the ten competencies and academic cycles. The results showed four patterns, the most frequent being a reduction in scores among students in the basic and intermediate cycles, with partial recovery in the internship. Only ethical competence and decision-making increased in the internship. It was concluded that the acquisition of palliative care competencies in undergraduate medical education remains fragile. New teaching strategies could be adopted to improve their acquisition in the future.
... These checklists include the sequence of behaviors that each protocol suggests. The use of these trainings has led to a reported improvement in physicians' communication skills and self-confidence when delivering bad news or death notifications 7,8 . In the case of training for death notification using the GRIEV_ING protocol, it has been reported that physicians perform between 36% and 63% of the suggested behaviors before training, rising to 62% to 83% post-training 9-11 . ...
Purpose:
The aim of our study was to analyze students' emotional experiences and coping mechanisms regarding the situation of delivering bad news (DBN).
Patients and methods:
291 fifth- and sixth-year students from 14 medical universities took part in our study. Their responses were analyzed from the perspective of their experience - whether the individuals received bad news, delivered bad news themselves, witnessed bad news being delivered, or had no experience at all. We used content analysis (CA) to examine the responses and analyzed classified variables using χ2 tests, logistic regression, and predictive modeling with multiple correspondence analysis (MCA).
Results:
Students who had experience as a deliverer were more likely to experience failure and guilt (p=0.005). Predictions of anxiety (59.3%), stress (41.9%), and sadness (33.7%) were the highest in the students with no DBN experience. These students were most likely to make statements suggesting lack of methods and strategies for coping with difficult emotions. Students, who were immersed in DBN experiences, more often expressed the need to talk about their emotions with an experienced doctor, a family member or a friend, and used those conversations as a coping strategy.
Conclusion:
The most important aspects that influence the quality of delivering bad news are both communication skills and emotional context. Training regarding DBN should not only contain those two elements, but also consider the development of coping mechanisms.
Background: Approaching families of dying or newly deceased patients to donate organs requires specialized knowledge and a mastery of relational communication. As the transplantation field has progressed, Donation Professionals (DPs) are also leading conversations with family decision makers (FDMs) about the donation of uncommon anatomical gifts, such as face, hands, genitalia, referred to as Vascularized Composite Allotransplants (VCA) without much training or experience. To address the need for training, we adapted and beta tested an evidenced-based communication training program for donation discussions to VCA requests. The overarching goal of Communicating Effectively about Donation for Vascularized Composite Allotransplantation (CEaD-VCA) is to increase the number of VCA transplantations and to improve the socioemotional outcomes of FDMs.
Methods: We developed CEaD-VCA, an online, on-demand training program based on the previously tested, evidenced-based communication skills training program designed to train DPs to have conversations about solid organ donation. The training was modified utilizing data from a national telephone survey with DPs and results of 6 focus groups conducted with members of the general public. The survey and focus groups assessed knowledge, attitudes and barriers to VCA donation. The training was shaped by a partnership with a leading industry partner, the Gift of Life Institute.TM
Results: Using the results as a guide, the existing CEaD training program, consisting of interactive eLearning modules, was adapted to include technical information about VCA, foundational communication skills, and two interactive example VCA donation request scenarios to facilitate active learning. Forty-two DPs from two partner Organ Procurement Organizations (OPOs) participated in the beta test of CEaD-VCA. Pre- and post-test surveys assessed the impact of the training.
Conclusions: The training was scored highly by DPs in effectiveness and ease of use. This project created a standardized, accessible, and comprehensive training for DPs to communicate about VCA donation. CEaD-VCA is an example of how to develop a communication skills training for difficult conversations utilizing input from stakeholders, guided by communication theory. It also demonstrates how gaps in communication skills during medical education can be filled utilizing advanced online Learning Management Systems. The training specifically addresses new CMS rules concerning OPO performance metrics.
The goal of the doctor–patient encounter is to exchange health-related information and counsel the patient. This section describes the different models of the doctor–patient relationship and the difficulties students face in learning how to talk to patients. It also suggests ways to deal with barriers in doctor–patient communication and patients’ noncompliance with medical advice.The main learning difficulties students seemed to have in acquiring interviewing skills were the inconsistency between the patient-centered approach advocated in preclinical teaching programs and the disease-centered approach practiced on the wards. Other students were confused by the ambiguous vocabulary and multitude of rules for interviewing. Still others seemed annoyed by attempts to teach them what they thought was elementary courtesy and resented counterintuitive interview rules.To overcome these difficulties, I propose a teaching approach based on the premise that students learn more effectively when they are autonomous than when they respond to the instructions of others. Rather than being lectured, students are asked to identify the problems in doctor–patient communication and propose solutions. They watch live demonstrations of patient-centered and disease-centered interviews and discuss the pros and cons of each. This approach supports students in identifying and solving problems in patient interviewing and in choosing a balance between patient-centered and disease-centered interviewing styles.Learning patient interviewing is different from learning other clinical skills. Students are not naïve about the skill to be learned; they encounter role models with very different interviewing styles; most clinical instructors are not specialists in interviewing, and the validity of interviewing assessment methods is uncertain. Therefore, I suggest that instructors should first gain insight into students’ views and use those views as a starting point for discussions about how to talk to patients; second, help students understand why different clinicians use different communication styles; third, receive additional training to enable them to act as both specialists and facilitators of small group learning; and finally, use assessment methods that promote reflection among learners and assessors rather than judgmental right-wrong dualism.KeywordsDoctor–patient encounterPatient interviewingModels of doctor–patient relationshipsPatient-centered interviewsDisease-centered interviewsMedical education
Background:
This is the third update of a review that was originally published in the Cochrane Library in 2002, Issue 2. People with cancer, their families and carers have a high prevalence of psychological stress, which may be minimised by effective communication and support from their attending healthcare professionals (HCPs). Research suggests communication skills do not reliably improve with experience, therefore, considerable effort is dedicated to courses that may improve communication skills for HCPs involved in cancer care. A variety of communication skills training (CST) courses are in practice. We conducted this review to determine whether CST works and which types of CST, if any, are the most effective.
Objectives:
To assess whether communication skills training is effective in changing behaviour of HCPs working in cancer care and in improving HCP well-being, patient health status and satisfaction.
Search methods:
For this update, we searched the following electronic databases: Cochrane Central Register of Controlled Trials (CENTRAL; 2018, Issue 4), MEDLINE via Ovid, Embase via Ovid, PsycInfo and CINAHL up to May 2018. In addition, we searched the US National Library of Medicine Clinical Trial Registry and handsearched the reference lists of relevant articles and conference proceedings for additional studies.
Selection criteria:
The original review was a narrative review that included randomised controlled trials (RCTs) and controlled before-and-after studies. In updated versions, we limited our criteria to RCTs evaluating CST compared with no CST or other CST in HCPs working in cancer care. Primary outcomes were changes in HCP communication skills measured in interactions with real or simulated people with cancer or both, using objective scales. We excluded studies whose focus was communication skills in encounters related to informed consent for research.
Data collection and analysis:
Two review authors independently assessed trials and extracted data to a pre-designed data collection form. We pooled data using the random-effects method. For continuous data, we used standardised mean differences (SMDs).
Main results:
We included 17 RCTs conducted mainly in outpatient settings. Eleven trials compared CST with no CST intervention; three trials compared the effect of a follow-up CST intervention after initial CST training; two trials compared the effect of CST and patient coaching; and one trial compared two types of CST. The types of CST courses evaluated in these trials were diverse. Study participants included oncologists, residents, other doctors, nurses and a mixed team of HCPs. Overall, 1240 HCPs participated (612 doctors including 151 residents, 532 nurses, and 96 mixed HCPs).Ten trials contributed data to the meta-analyses. HCPs in the intervention groups were more likely to use open questions in the post-intervention interviews than the control group (SMD 0.25, 95% CI 0.02 to 0.48; P = 0.03, I² = 62%; 5 studies, 796 participant interviews; very low-certainty evidence); more likely to show empathy towards their patients (SMD 0.18, 95% CI 0.05 to 0.32; P = 0.008, I² = 0%; 6 studies, 844 participant interviews; moderate-certainty evidence), and less likely to give facts only (SMD -0.26, 95% CI -0.51 to -0.01; P = 0.05, I² = 68%; 5 studies, 780 participant interviews; low-certainty evidence). Evidence suggesting no difference between CST and no CST on eliciting patient concerns and providing appropriate information was of a moderate-certainty. There was no evidence of differences in the other HCP communication skills, including clarifying and/or summarising information, and negotiation. Doctors and nurses did not perform differently for any HCP outcomes.There were no differences between the groups with regard to HCP 'burnout' (low-certainty evidence) nor with regard to patient satisfaction or patient perception of the HCPs communication skills (very low-certainty evidence). Out of the 17 included RCTs 15 were considered to be at a low risk of overall bias.
Authors' conclusions:
Various CST courses appear to be effective in improving HCP communication skills related to supportive skills and to help HCPs to be less likely to give facts only without individualising their responses to the patient's emotions or offering support. We were unable to determine whether the effects of CST are sustained over time, whether consolidation sessions are necessary, and which types of CST programs are most likely to work. We found no evidence to support a beneficial effect of CST on HCP 'burnout', the mental or physical health and satisfaction of people with cancer.
Several rare diseases are regularly identified during the prenatal and perinatal periods, including dysmelia. How these are communicated to parents has a marked emotional impact, but minimal research has investigated this. The purpose of this study was to explore parent experiences and preferences when their baby was diagnosed with dysmelia.Twenty mothers and fathers were interviewed. Data was analyzed using thematic analysis. The overriding emotion parents experienced was shock, but the extent of this was influenced by several factors including their previous experience of disability. Four key needs of parents were identified, including the need for signposting to peer support organizations, for information, for sensitive communication, and for a plan regarding their child’s care. Parents wanted immediate information provision and signposting to peer support, and for discussions regarding possible causes of the dysmelia or termination (in the case of prenatal identification) to be delayed until they had processed the news.
Problem and background:
Dysmelia is usually detected prenatally or postnatally in maternity services. The provision of family-centred care for parents at the time of initial diagnosis is crucial to facilitate decision making, access to appropriate services, and the provision of parental care-giving, but no research has investigated parent experiences or preferences in this population.
Aims:
The current research aimed to address this by investigating satisfaction with service, occurrence of signposting and preferences in this group.
Methods:
Two online surveys were conducted. In the first survey (n=417), parents reported whether they were offered signposting information and their level of satisfaction with the service they received when initially diagnosed. In the second survey (n=130), a subgroup of participants who completed the first survey reported their preferences for signposting and health service access after diagnosis.
Findings:
On average, participants were less than satisfied with the service they received and only 27% were offered signposting information. Satisfaction was higher amongst parents who had been offered signposting information. 91% of parents said they would have wanted signposting information and 67% would have wanted access to a support group.
Conclusions:
There is a need to improve the family-centeredness of care when dysmelia is identified. Offering signposting information to relevant third-sector organisations may increase parent satisfaction and address parent preferences. These findings could have implications for parents of children with other rare diseases identified in maternity services.
Background
Medical curricula become more and more vertically integrated (VI) to prepare graduates better for clinical practice. VI curricula show early clinical education, integration of biomedical sciences and focus on increasing clinical responsibility levels for trainees. Results of earlier questionnaire-based studies indicate that the type of the curriculum can affect the perceived preparedness for work as perceived by students or supervisors. The aim of the present study is to determine difference in actual performance of graduates from VI and non-VI curricula.
Methods
We developed and implemented an authentic performance assessment based on different facets of competence for medical near-graduates in the role of beginning residents on a very busy day. Fifty nine candidates participated: 30 VI (Utrecht, The Netherlands) and 29 non-VI (Hamburg, Germany). Two physicians, one nurse and five standardized patients independently assessed each candidate on different facets of competence. Afterwards, the physicians indicated how much supervision they estimated each candidate would require on nine so called “Entrustable Professional Activities (EPAs)” unrelated to the observed scenarios.
Results
Graduates from a VI curriculum received significantly higher scores by the physicians for the facet of competence “active professional development”, with features like ‘reflection’ and ‘asking for feedback’. In addition, VI graduates scored better on the EPA “solving a management problem”, while the non-VI graduates got higher scores for the EPA “breaking bad news”.
Conclusions
This study gives an impression of the actual performance of medical graduates from VI and non-VI curricula. Even though not many differences were found, VI graduates got higher scores for features of professional development, which is important for postgraduate training and continuing education.
Objective:
This study tested the effectiveness of a brief, learner-centered, breaking bad news (BBN) communication skills training module using objective evaluation measures.
Methods:
This randomized control study (N=66) compared intervention and control groups of students (n=28) and residents' (n=38) objective structured clinical examination (OSCE) performance of communication skills using Common Ground Assessment and Breaking Bad News measures.
Results:
Follow-up performance scores of intervention group students improved significantly regarding BBN (colon cancer (CC), p=0.007, r=-0.47; breast cancer (BC), p=0.003, r=-0.53), attention to patient responses after BBN (CC, p<0.001, r=-0.74; BC, p=0.001, r=-0.65), and addressing feelings (BC, p=0.006, r=-0.48). At CC follow-up assessment, performance scores of intervention group residents improved significantly regarding BBN (p=0.004, r=-0.43), communication related to emotions (p=0.034, r=-0.30), determining patient's readiness to proceed after BBN and communication preferences (p=0.041, r=-0.28), active listening (p=0.011, r=-0.37), addressing feelings (p<0.001, r=-0.65), and global interview performance (p=0.001, r=-0.51).
Conclusion:
This brief BBN training module is an effective method of improving BBN communication skills among medical students and residents.
Practice implications:
Implementation of this brief individualized training module within health education programs could lead to improved communication skills and patient care.
Pediatric residents report they are not sufficiently trained to communicate with families at a child's death. We performed a study to prove feasibility and assess whether simulation improves their communication and experience. Residents were assigned to intervention using simulation or control group. Communication was assessed by standardized patients and audiotapes of simulated encounters when they delivered bad news. Residents' perceptions of their communication were polled. The majority reported they never witnessed end-of-life discussions. All residents perceived themselves to be more capable at pronouncing the death of a child, and informing a family of a death after participating in either the interventional simulation or a bereavement retreat. Despite training within a pediatric intensive care unit, pediatric residents have little exposure to end-of-life discussions. Pediatric end-of-life simulation increases exposure of residents to end-of-life care and improves residents' perceptions of their communication.
The skill of delivering bad news is difficult to teach and evaluate. Residents may practice in simulated settings; however, this may not translate to confidence or competence during real experiences. We investigated the acceptability and feasibility of social workers as evaluators of residents' delivery of bad news during patient encounters, and assessed the attitudes of both groups regarding this process. From August 2013 to June 2014, emergency medicine residents completed self-assessments after delivering bad news. Social workers completed evaluations after observing these conversations. The Assessment tools were designed by modifying the global Breaking Bad News Assessment Scale. Residents and social workers completed post-study surveys. 37 evaluations were received, 20 completed by social workers and 17 resident self-evaluations. Social workers reported discussing plans with residents prior to conversations 90 % of the time (18/20, 95 % CI 64.5, 97.8). Social workers who had previously observed the resident delivering bad news reported that the resident was more skilled on subsequent encounters 90 % of the time (95 % CI 42.2, 99). Both social workers and residents felt that prior training or experience was important. First-year residents valued advice from social workers less than advice from attending physicians, whereas more experienced residents perceived advice from social workers to be equivalent with that of attending physicians (40 versus 2.9 %, p = 0.002). Social worker assessment of residents' abilities to deliver bad news is feasible and acceptable to both groups. This formalized self-assessment and evaluation process highlights the importance of social workers' involvement in delivery of bad news, and the teaching of this skill. This method may also be used as direct-observation for resident milestone assessment.
Objective:
Although communication skills represent an increasingly important aspect of medical care, little has been done to assess the best method of teaching these skills. Our study was designed to assess simulation-debriefing compared to lecture in teaching skills for Breaking Bad News (BBN) in obstetrics.
Methods:
This is a randomized prospective trial of house staff from a large academic medical center. Subjects initially underwent baseline simulation, followed by evaluation on BBN skills by themselves, a faculty observer, and the standardized patient (SP). The subjects were then immediately randomized to a debriefing session by faculty or to a lecture about BBN. Subsequently, both groups underwent a second simulation with the same three assessments, yielding post-intervention data.
Results:
35 subjects completed both simulations. Both debriefing and lecture curricula showed improvement in scores by self (p = 0.010) and faculty (p < 0.001). The debriefing group improved significantly more than the lecture group for self-evaluation; additionally, improvements were greater for the debrief group in verbal and nonverbal skills. Long-term follow-up three months after both interventions demonstrated continued improvement in BBN.
Conclusions:
Simulation training with debriefing is effective for teaching communication skills, and superior to lecture for self-perceived improvement. Long-term follow-up suggested retention of confidence in BBN skills.