Teaching medical students how to break bad news: A Turkish experience

• Published in: Journal of cancer education Vol. 24; no. 4; pp. 246 - 248
• Main Authors: Dikici, Mustafa Fevzi, Yaris, Fusun, Cubukcu, Mahcube
• Format: Journal Article
• Language: English
• Published: New York Springer-Verlag 01.01.2009; Springer Nature B.V
• Subjects: Biomedical and Life Sciences; Biomedicine; Cancer; Cancer Research; Clinical Competence; Education, Medical, Graduate - methods; Empathy; Humans; Measurement Techniques; Medical students; Medicine; Patients; Pharmacology/Toxicology; Questionnaires; Statistical Significance; Students, Medical - psychology; Teaching; Teaching - methods; Truth Disclosure; Turkey; Turkey; Palliative Care; Standardize Patient; Medical Student; Clin Oncol; Teaching Medical Student
• ISSN: 0885-8195; 1543-0154
• DOI: 10.1080/08858190902972814

Background . To assess the effect of teaching breaking bad news. Methods . The session incorporated brainstorming, presentation, discussion, small-group exercises using standardized patients. Course was evaluated through a pre-objective structured clinical examination (OSCE), first post-OSCE (post-OSCE1), second post-OSCE (post-OSCE2) (6 th month), and questionnaires. Results . Pre-OSCE, post-OSCE1, post-OSCE2 scores: preparing the environment 5.83 ±0.23, 7.93 ± 0.19, 9.78 ± 0.07; understanding what patient knows and wants to learn 1.83 ± 0.33, 6.47 ± 0.27, 9.68 ± 0.11; giving information 3.25 ± 0.34, 7.43 ± 0.19, 9.67 ± 0.10; developing empathy 2.50 ± 0.32, 6.92 ± 0.28, 9.87 ± 0.06; closing the interview 2.28 ± 0.28, 6.98 ± 0.25, 9.83 ±0.07. The differences between OSCEs were significant . In the questionnaire, 54.1% of 146 students perceived more competent. Conclusions . Course seems beneficial.