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Breaking Bad News to Learners: How Well Does the SPIKES Clinical Model Translate?
Lynnea M Mills1, Olle Ten Cate2, Christy Boscardin1
1University of California, San Francisco, US.
Perspectives on Medical Education
|December 30, 2024
Summary
Educators can use the SPIKES model, a framework for breaking bad news to patients, to improve difficult conversations with health professions learners about academic performance. This approach enhances learner remediation and educational outcomes.
Area of Science:
- Medical Education
- Health Professions Education
- Academic Remediation
Background:
- Educators face challenges discussing poor assessment performance with learners.
- Lack of confidence and skills can hinder effective communication in academic remediation.
- Clinician-educators have experience delivering difficult news to patients.
Purpose of the Study:
- To explore the adaptability of the SPIKES model for educational feedback.
- To provide a framework for educators to deliver challenging academic news to learners.
- To enhance the effectiveness of learner remediation conversations.
Main Methods:
- Literature review of educational remediation and clinical 'breaking bad news' models.
- Analysis of the SPIKES model components (Set-up, Perception, Invitation, Knowledge, Emotion, Summary/Strategy).
- Consideration of evidence for translating clinical communication strategies to education.
Main Results:
- The SPIKES model offers a structured approach applicable to educational contexts.
- Analogy from clinical settings can guide educators in difficult conversations.
- The SPIKES framework can improve the structure and delivery of academic feedback.
Conclusions:
- The SPIKES model provides a valuable framework for educators delivering difficult academic news.
- Adapting the SPIKES model can enhance educator confidence and learner outcomes.
- This approach can improve the success of academic remediation and learner development.
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