Effectiveness of a Multiprofessional, Online and Simulation-Based Difficult Conversations Training Program on Self-Perceived Competence of Oncology Healthcare Provider Trainees

Papadakos, Christine Tina; Stringer, Tylar; Papadakos, Janet; Croke, Jennifer; Embleton, Anne; Gillan, Caitlin; Miller, Kim S.; Weiss, Andrea; Wentlandt, Kirsten; Giuliani, Meredith

doi:10.1007/s13187-020-01729-x

Cited by 13 publications

(21 citation statements)

References 19 publications

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“…BBN was defined in 5 studies 31–35 as handling emotions/reactions when the patient receives distressing, severe, life-altering, and/or life-limiting diagnosis/prognosis or as information that adversely, seriously, or negatively alters one’s view of the future. However, despite the lack of BBN definitions in the remainder of the studies, all included papers described using related constructs for BBN as the foundation of the learning event.…”

Section: Resultsmentioning

confidence: 99%

“…Measurement of learners’ ability to improve skill performance, 33 confidence, 33 knowledge and attitudes, 45 and motivational beliefs 32 of BBN or their ability to learn IP competencies through Sim-IPE that focused on BBN 30 was also noted to be the focus of some studies. In keeping with the IP competency theme, the aim of another study 43 was to have students challenge role misconceptions between learners from different professions, a key component in role clarity 43 …”

Section: Resultsmentioning

confidence: 99%

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Interprofessional collaboration between health professional learners when breaking bad news: a scoping review of teaching approaches

Lackie,

Miller,

Brown

et al. 2024

JBI Evidence Synthesis

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Objective: The objective of this scoping review was to examine teaching approaches used to teach interprofessional health professional learners how to break bad news collaboratively. Introduction: When breaking bad news, health professionals must be equipped to deliver it skillfully and collaboratively; however, the literature shows that this skill receives little attention in program curricula. Consequently, health professionals can feel inadequately prepared to deliver bad news, which may lead to increased burnout, distress, and compassion fatigue. Inclusion criteria: Studies that describe teaching approaches used to teach learners how to break bad news collaboratively were considered for inclusion. Studies must have included 2 or more undergraduate and/or postgraduate learners working toward a professional health or social care qualification/degree at a university or college. Studies including lay, complementary and alternative, or non-health/social care learners were excluded. Due to the primary language of the research team, only English articles were included. Methods: The JBI 3-step process was followed for developing the search. Databases searched included MEDLINE (Ovid), CINAHL (EBSCOhost), Embase, Education Resource Complete (EBSCOhost), and Social Work Abstracts (EBSCOhost). The initial search was conducted on February 11, 2021, and was updated on May 17, 2022. Title and abstract screening and data extraction were completed by 2 independent reviewers. Disagreements were resolved through discussion or with a third reviewer. Results are presented in tabular or diagrammatic format, together with a narrative summary. Results: Thirteen studies were included in the scoping review, with a range of methodologies and designs (pre/post surveys, qualitative, feasibility, mixed methods, cross-sectional, quality improvement, and methodological triangulation). The majority of papers were from the United States (n=8; 61.5%). All but 1 study used simulation-enhanced interprofessional education as the preferred method to teach interprofessional cohorts of learners how to break bad news. The bulk of simulations were face-to-face (n=11; 84.6%). Three studies (23.1%) were reported as high fidelity, while the remainder did not disclose fidelity. All studies that used simulation to teach students how to break bad news utilized simulated participants/patients to portray patients and/or family in the simulations. The academic level of participants varied, with the majority noted as undergraduate (n=7; 53.8%); 3 studies (23.1%) indicated a mix of undergraduate and graduate participants, 2 (15.4%) were graduate only, and 1 (7.7%) was not disclosed. There was a range of health professional programs represented by participants, with medicine and nursing equally in the majority (n=10; 76.9%). Conclusions: Simulation-enhanced interprofessional education was the most reported teaching approach to teach interprofessional cohorts of students how to break bad news collaboratively. Inconsistencies were noted in the language used to describe bad news, use of breaking bad news and interprofessional competency frameworks, and integration of interprofessional education and simulation best practices. Further research should focus on other interprofessional approaches to teaching how to break bad news, how best to incorporate interprofessional competencies into interprofessional breaking bad news education, whether interprofessional education is enhancing collaborative breaking bad news, and whether what is learned about breaking bad news is being retained over the long-term and incorporated into practice. Future simulation-specific research should explore whether and how the Healthcare Simulation Standards of Best Practice are being implemented and whether simulation is resulting in student satisfaction and enhanced learning.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Interprofessional collaboration between health professional learners when breaking bad news: a scoping review of teaching approaches

Lackie,

Miller,

Brown

et al. 2024

JBI Evidence Synthesis

View full text Add to dashboard Cite

show abstract

“…Three other studies mirrored the findings in our review [ 49 – 51 ]. The studies investigated the effect of digital and experiential learning and reflective learning on healthcare professionals’ attitudes, self-efficacy, and skills [ 49 , 50 ]. The interventions changed the healthcare professionals’ attitudes towards end-of-life patients [ 49 ], mitigated their fear [ 49 – 51 ], improved their self-efficacy in managing difficult communication [ 49 – 51 ], and enhanced their skills in managing physical and psychological symptoms [ 51 ] and handling difficult communication [ 49 , 50 ].…”

Section: Discussionmentioning

confidence: 99%

End-of-Life Care Education as Blended Learning Approach for General Practitioners: a Scoping Review

Atreya,

Salins

2023

J Canc Educ

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General practitioners (GPs) are critical in providing primary palliative care in the community. Apprehensions about managing a dying person at home, difficulties in goals of care discussion, limited resources and lack of palliative care education often hinder end-of-life care provision in the community. This review focused on the end-of-life care training programs accessed by GPs and sought to understand if the training programs’ content and mode of delivery aligned with their preferred needs. MEDLINE, EMBASE, CINAHL, and PsycINFO were searched to identify articles published in English between 01 January 1990 and 30 September 2022. Additionally, searches were conducted using SCOPUS, the Web of Science, and the Cochrane database using free texts. The reviewers screened the titles, abstracts, and full text to identify eligible studies and extracted textual data to analyse and generate themes. Out of 5532 citations initially accessed, 17 studies were included in the review. Six themes were generated: knowledge translation, skill development, a change in attitude, self-efficacy, satisfaction, and patient outcomes. The GPs’ end-of-life care knowledge, skills, attitude, self-efficacy, and patient outcomes were better when their training had a combination of small-group interactive workshops, trigger case-based reflective learning, mentor-facilitated experiential learning, web-based modules, and peer learning. The synthesis of review findings supports blended learning as a training approach for general the practitioners’ end-of-life care education as it facilitates learning and patient outcomes.

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“…Ao final da intervenção, que consistiu na avaliação das dificuldades predominantes de cada área de atuação, treinamento para a resolução de tais problemáticas, aulas teóricas e simulações em equipe, os participantes demonstraram aprimoramento nas suas habilidades e confiança para comunicar más notícias (Papadakos et al, 2021).…”

Section: Equipe Multidisciplinarunclassified

Abordagens médicas compassivas na comunicação de más notícias: Estratégias e impactos

Castro,

Bragança,

Moreira

et al. 2024

RSD

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Esta revisão de literatura narrativa oferece uma perspectiva sobre a comunicação de más notícias, visando principalmente avaliar o impacto da sua discussão para os estudantes de medicina. Na metodologia empregada foram compilados 48 estudos, sendo sete selecionados para discussão aprofundada, todos publicados nos últimos cinco anos. Nesta revisão se observa que as escolas médicas, muitas vezes, carecem de preparação teórica e prática aos futuros médicos para a comunicação de notícias negativas. Além disso, considerando que a comunicação de más notícias afeta diretamente não só quem as recebe, mas também quem as transmite, o estudo revela vários métodos de transmissão de más notícias e as suas aplicabilidades, tais como resultados e relevância para que a comunicação seja assertiva e confortável para os envolvidos. O estudo também aprofunda os protocolos atuais e suas especificidades, oferecendo uma visão abrangente sobre como podem ser aplicados em situações que envolvam a comunicação de más notícias, destacando sua utilidade e importância no contexto da educação médica. Em suma, esse trabalho visa revisar os aspectos mais relevantes sobre o tema presentes na literatura, bem como consolidar os principais protocolos desenvolvidos para facilitar a comunicação de notícias difíceis pelos profissionais da saúde.

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Effectiveness of a Multiprofessional, Online and Simulation-Based Difficult Conversations Training Program on Self-Perceived Competence of Oncology Healthcare Provider Trainees

Cited by 13 publications

References 19 publications

Interprofessional collaboration between health professional learners when breaking bad news: a scoping review of teaching approaches

Interprofessional collaboration between health professional learners when breaking bad news: a scoping review of teaching approaches

End-of-Life Care Education as Blended Learning Approach for General Practitioners: a Scoping Review

Abordagens médicas compassivas na comunicação de más notícias: Estratégias e impactos

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