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Undergraduate training in breaking bad news: A continuation study exploring the patient perspective
Author(s) -
Carrard Valerie,
Bourquin Céline,
Stiefel Friedrich,
Schmid Mast Marianne,
Berney Alexandre
Publication year - 2020
Publication title -
psycho‐oncology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.41
H-Index - 137
eISSN - 1099-1611
pISSN - 1057-9249
DOI - 10.1002/pon.5276
Subject(s) - competence (human resources) , psychology , psychosocial , perspective (graphical) , medical education , clinical psychology , applied psychology , medicine , social psychology , psychotherapist , artificial intelligence , computer science
Objective This paper reports on the continuation of an initial study that demonstrated the effectiveness, as rated by experts, of an undergraduate training in breaking bad news (BBN) using simulated patient (SP) and individual feedback. The current study aimed to further explore whether such an individualized training approach also has positive effects from the perspective of the patient, using the analogue patient (AP) methodology. Methods A subsample of 180 videotaped interviews with SPs were selected from the existing data set (N = 332), consisting of 60 pre‐ and post‐training interviews of students benefiting from the individualized approach (intervention group) and 60 post‐training interviews of students having small‐group SP training and collective supervision (comparison group). Sixty‐eight APs—healthy untrained observers—were asked to view the videotaped interviews while “putting themselves in the patient's shoes” and evaluate satisfaction, trust, liking, and the competence of medical students. Results The intervention group students improved significantly from pre‐ to post‐training on several dimensions evaluated by the APs: patient satisfaction, trust in the student, liking of the student, and perceived medical competence. Increased AP satisfaction was related to different changes in students' communication behavior between pre‐ and post‐training: increase in positive talk, emotional responsiveness, biomedical and psychosocial information, and biomedical counseling. There was no significant between‐group difference at post‐training. Conclusions AP evaluation showed significant improvement between pre‐ and post‐training. This result provides additional and complementary evidence of the positive effects of individualized training in BBN from the AP perspective, a proxy of (real) patients.