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Related Concept Videos

Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch01:15

Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch

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The history of therapeutic communication can be traced back to Florence Nightingale, who emphasized the importance of developing trusting relationships with patients. She taught that the presence of nurses with patients results in therapeutic healing.
Therapeutic communication is not the same as social interaction. Social interaction has no goal or purpose and consists of casual information sharing, whereas therapeutic communication has a plan or purpose for the conversation. Therapeutic...
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SBAR I: Understanding the Concept01:29

SBAR I: Understanding the Concept

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Effective communication among healthcare professionals during hand-off reporting is essential to delivering safe and continuous patient care. Common professional interactions include reports to healthcare team members, hand-off, and transfer reports. Nurses routinely report information to other healthcare team members and also urgently contact healthcare providers to report changes in patient status.
Standardized methods of communication have been developed to ensure that information is...
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Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

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Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
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SBAR II: Application of SBAR01:14

SBAR II: Application of SBAR

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SBAR is an effective communication tool used by healthcare professionals to communicate patient information accurately. SBAR stands for Situation, Background, Assessment, and Recommendation. For a better understanding, an example is given below.
SBAR Report from a Nurse to a Health Care Provider
S: "Hello, Dr. Smith. This is Jane, RN, from the Med Surg unit. I am calling to tell you about Ms. White in Room 210, who is experiencing increased pain and redness at her incision site. Her recent...
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Barriers to Effective Communication II01:21

Barriers to Effective Communication II

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The barriers to effective communication also include cultural barriers, semantic barriers, gender barriers, and time constraints.
Cultural barriers:
Differences in values, beliefs, religion, knowledge, and tradition can significantly impact communication. Awareness of nonverbal cues is critical, especially when conversing with a patient from a different culture. What appears appropriate in one culture may be inappropriate in another.
Semantic barriers:
As a result of their tendency to use...
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Therapeutic Communication01:30

Therapeutic Communication

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Communication is a lifelong learning process. Through therapeutic communication, nurses can collect relevant assessment data, provide education and counseling, and interact during nursing interventions. Sending and receiving messages occur through verbal and nonverbal communication techniques and can happen separately or simultaneously.
Verbal communication depends on language or a prescribed way of using words so that people can share information effectively. The critical aspects of verbal...
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Related Experiment Video

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Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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Breaking bad news: an active learning method for medical students.

Laura Polivka1, C Delcour2, H Dufresne3

  • 1Department of Dermatology, Reference Center for Genodermatoses (MAGEC), Necker Hospital for Sick Children, Assistance Publique-Hôpitaux de Paris (AP-HP), Paris Cité University, 149 rue de Sèvres, Paris, EU, 75015, France. laura.polivka@aphp.fr.

BMC Medical Education
|September 12, 2024
PubMed
Summary

A new active learning course significantly improved medical students' ability to break bad news, as shown by higher scores in objective structured clinical examinations (OSCE). This training enhanced communication skills compared to conventional methods.

Keywords:
AnnouncementBreaking bad newsDiscussion groupObjective structured clinical examination (OSCE)S-P-w-ICE-S protocol

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Area of Science:

  • Medical Education
  • Communication Skills Training
  • Clinical Practice

Background:

  • Breaking bad news is a critical yet challenging medical communication skill.
  • Assessing the effectiveness of novel training methods is essential for medical education.
  • Fifth-year medical students require targeted training in delivering difficult news.

Purpose of the Study:

  • To evaluate the relevance and impact of a new active learning course on breaking bad news.
  • To compare the communication skills of students trained via active learning versus conventional methods.
  • To assess the effectiveness of a multidisciplinary, discussion-based workshop.

Main Methods:

  • A multidisciplinary active learning workshop was developed for an intervention group.
  • A control group received standard university training without additional intervention.
  • Student performance was assessed using a summative objective structured clinical examination (OSCE) focusing on communication skills.

Main Results:

  • The intervention group achieved significantly higher OSCE scores (10.49/15) than the control group (7.80/15).
  • A significantly higher proportion of students in the intervention group (88.2%) were perceived to have received additional training.
  • No significant differences were found in self-esteem or empathy scores between groups.

Conclusions:

  • The novel active learning method for breaking bad news significantly enhanced student performance in a summative OSCE.
  • This approach shows promise in improving essential medical communication skills.
  • Further validation studies are recommended to confirm these findings in the long term.