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Efficacy of a Short Role-Play Training on Breaking Bad News in the Emergency Department
INTRODUCTION: Breaking bad news (BBN) in the emergency department (ED) represents a challenging and stressful situation for physicians. Many medical students and residents feel stressed and uncomfortable with such situations because of insufficient training. Our randomized controlled study aimed to...
Autores principales: | , , , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Department of Emergency Medicine, University of California, Irvine School of Medicine
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6860397/ https://www.ncbi.nlm.nih.gov/pubmed/31738716 http://dx.doi.org/10.5811/westjem.2019.8.43441 |
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author | Servotte, Jean-Christophe Bragard, Isabelle Szyld, Demian Van Ngoc, Pauline Scholtes, Béatrice Van Cauwenberge, Isabelle Donneau, Anne-Françoise Dardenne, Nadia Goosse, Manon Pilote, Bruno Guillaume, Michèle Ghuysen, Alexandre |
author_facet | Servotte, Jean-Christophe Bragard, Isabelle Szyld, Demian Van Ngoc, Pauline Scholtes, Béatrice Van Cauwenberge, Isabelle Donneau, Anne-Françoise Dardenne, Nadia Goosse, Manon Pilote, Bruno Guillaume, Michèle Ghuysen, Alexandre |
author_sort | Servotte, Jean-Christophe |
collection | PubMed |
description | INTRODUCTION: Breaking bad news (BBN) in the emergency department (ED) represents a challenging and stressful situation for physicians. Many medical students and residents feel stressed and uncomfortable with such situations because of insufficient training. Our randomized controlled study aimed to assess the efficacy of a four-hour BBN simulation-based training on perceived self-efficacy, the BBN process, and communication skills. METHODS: Medical students and residents were randomized into a 160-hour ED clinical rotation without a formal BBN curriculum (control group [CG], n = 31) or a 156-hour ED clinical rotation and a four-hour BBN simulation-based training (training group [TG], n = 37). Both groups were assessed twice: once at the beginning of the rotation (pre-test) and again four weeks later. Assessments included a BBN evaluation via a simulation with two actors playing family members and the completion of a questionnaire on self-efficacy. Two blinded raters assessed the BBN process with the SPIKES (a delivery protocol for delivering bad news) competence form and communication skills with the modified BBN Assessment Schedule. RESULTS: Group-by-time effects adjusted by study year revealed a significant improvement in TG as compared with CG on self-efficacy (P < 0.001), the BBN process (P < 0.001), and communication skills (P < 0.001). TG showed a significant gain regarding the BBN process (+33.3%, P < 0.001). After the training, students with limited clinical experience prior to the rotation showed BBN performance skills equal to that of students in the CG who had greater clinical experience. CONCLUSION: A short BBN simulation-based training can be added to standard clinical rotations. It has the potential to significantly improve self-efficacy, the BBN process, and communication skills. |
format | Online Article Text |
id | pubmed-6860397 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Department of Emergency Medicine, University of California, Irvine School of Medicine |
record_format | MEDLINE/PubMed |
spelling | pubmed-68603972019-11-25 Efficacy of a Short Role-Play Training on Breaking Bad News in the Emergency Department Servotte, Jean-Christophe Bragard, Isabelle Szyld, Demian Van Ngoc, Pauline Scholtes, Béatrice Van Cauwenberge, Isabelle Donneau, Anne-Françoise Dardenne, Nadia Goosse, Manon Pilote, Bruno Guillaume, Michèle Ghuysen, Alexandre West J Emerg Med Patient Communication INTRODUCTION: Breaking bad news (BBN) in the emergency department (ED) represents a challenging and stressful situation for physicians. Many medical students and residents feel stressed and uncomfortable with such situations because of insufficient training. Our randomized controlled study aimed to assess the efficacy of a four-hour BBN simulation-based training on perceived self-efficacy, the BBN process, and communication skills. METHODS: Medical students and residents were randomized into a 160-hour ED clinical rotation without a formal BBN curriculum (control group [CG], n = 31) or a 156-hour ED clinical rotation and a four-hour BBN simulation-based training (training group [TG], n = 37). Both groups were assessed twice: once at the beginning of the rotation (pre-test) and again four weeks later. Assessments included a BBN evaluation via a simulation with two actors playing family members and the completion of a questionnaire on self-efficacy. Two blinded raters assessed the BBN process with the SPIKES (a delivery protocol for delivering bad news) competence form and communication skills with the modified BBN Assessment Schedule. RESULTS: Group-by-time effects adjusted by study year revealed a significant improvement in TG as compared with CG on self-efficacy (P < 0.001), the BBN process (P < 0.001), and communication skills (P < 0.001). TG showed a significant gain regarding the BBN process (+33.3%, P < 0.001). After the training, students with limited clinical experience prior to the rotation showed BBN performance skills equal to that of students in the CG who had greater clinical experience. CONCLUSION: A short BBN simulation-based training can be added to standard clinical rotations. It has the potential to significantly improve self-efficacy, the BBN process, and communication skills. Department of Emergency Medicine, University of California, Irvine School of Medicine 2019-11 2019-10-14 /pmc/articles/PMC6860397/ /pubmed/31738716 http://dx.doi.org/10.5811/westjem.2019.8.43441 Text en Copyright: © 2019 Servotte and Bragard et al http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed in accordance with the terms of the Creative Commons Attribution (CC BY 4.0) License. See: http://creativecommons.org/licenses/by/4.0/ |
spellingShingle | Patient Communication Servotte, Jean-Christophe Bragard, Isabelle Szyld, Demian Van Ngoc, Pauline Scholtes, Béatrice Van Cauwenberge, Isabelle Donneau, Anne-Françoise Dardenne, Nadia Goosse, Manon Pilote, Bruno Guillaume, Michèle Ghuysen, Alexandre Efficacy of a Short Role-Play Training on Breaking Bad News in the Emergency Department |
title | Efficacy of a Short Role-Play Training on Breaking Bad News in the Emergency Department |
title_full | Efficacy of a Short Role-Play Training on Breaking Bad News in the Emergency Department |
title_fullStr | Efficacy of a Short Role-Play Training on Breaking Bad News in the Emergency Department |
title_full_unstemmed | Efficacy of a Short Role-Play Training on Breaking Bad News in the Emergency Department |
title_short | Efficacy of a Short Role-Play Training on Breaking Bad News in the Emergency Department |
title_sort | efficacy of a short role-play training on breaking bad news in the emergency department |
topic | Patient Communication |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6860397/ https://www.ncbi.nlm.nih.gov/pubmed/31738716 http://dx.doi.org/10.5811/westjem.2019.8.43441 |
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