Learning how to break bad news from worked examples: Does the presentation format matter when hints are embedded? Results from randomised and blinded field trials

Schmitz, Felix; Schnabel, Kai; Bauer, Daniel; Woermann, Ulrich; Guttormsen, Sissel

doi:10.1016/j.pec.2020.03.022

Cited by 16 publications

(17 citation statements)

References 26 publications

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“…Acquiring BBN skills early in one’s medical career is important, and video-based work examples have been shown to be helpful (Schmitz et al 2020 ). However, not all German medical school curricula include specific skills training for BBN in cancer (Berney et al 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Cancer patients’ experiences and preferences when receiving bad news: a qualitative study

Krieger

Salm

Dresen

et al. 2022

J Cancer Res Clin Oncol

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Purpose Receiving a cancer diagnosis significantly impacts patients’ lives, and how the bad news is delivered influences patients’ trajectory, psychosocial adjustment and openness to psycho-oncological support. We explored how patients’ experiences, reactions and preferences were when receiving the news and which optimization recommendations can be made. Methods We conducted an exploratory qualitative study with patients who enrolled in the new integrated cross-sectoral psycho-oncological care programme ‘isPO’, being enrolled 12 months post-diagnosis. Data on the main issue (i.e. perception of the moment when the diagnosis is received) were collected via telephone interviews that were fully audiotaped and transcribed. Two independent coders conducted inductive content analyses using MAXQDA. Results Out of 38 approached patients, 23 cancer patients with 13 different tumour entities participated. They had a mean age of 54.2 (SD 16.2); n = 17 (74%) were female. Three major themes with 14 corresponding subthemes emerged: (1) patients’ experiences with the bad news delivery, including setting, mode, preparation and perceived needs; (2) patients’ reactions to the bad news, such as shock, fear and helplessness, disbelief and denial, anger and feeling of injustice, thankfulness and depression; and (3) patients’ receiving preferences, including psycho-oncological support, addressing informational needs, needs-driven comprehensive support and a competent multidisciplinary support team. Conclusions The quality of bad news delivery and addressing patients’ needs should be strongly considered by physicians. We recommend integrating patients’ perspective on the quality management processes of breaking bad news. For providing needs-centred high-quality care, applying existing guidelines and acquiring patient-centred communication skills are central.

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Section: Introductionmentioning

confidence: 99%

Cancer patients’ experiences and preferences when receiving bad news: a qualitative study

Krieger

Salm

Dresen

et al. 2022

J Cancer Res Clin Oncol

View full text Add to dashboard Cite

show abstract

“…Thus, it can promote development of learners' various skills. It offers benefits for facilitating a wide range of certain skills, for instance clinical and leadership skill teaching which is facilitated by guided video reflection (Wang et al, 2020), teachers' feedback skills by deploying digital-video feedback environment (Prilop et al, 2020), surgical skills enabled by group video (Aljamal et al, 2020) or 3D HD video system (Kotsougiani et al, 2016), cooking skill (Surgenor et al, 2017), eco driving training tool by using instructional video and interactive guidance (Beloufa et al, 2019), video-based worked examples for breaking bad news in simulated patients (Schmitz et al, 2020), pediatric physical examination skill facilitated by video-based blended learning (Lehmann et al, 2016), clinical skills (Forbes et al, 2016), surgical education (Green et al, 2019), surgical education (Mota et al, 2018), geriatric (Habes et al, 2020), teacher professional development/teaching skills (Bryan & Recesso, 2006;Chen, 2020;Santagata & Stürmer, 2014;Tripp & Rich, 2012), English language skill (Nova et al, 2017), critical thinking, problem solving, and decision-making (Thieman, 2008), presentation skill (Guo, n.d.).…”

Section: B Literature Review Video As Learning Toolsmentioning

confidence: 99%

“…This study aims to explore educational function of video to support students' analysis and problem solving on development issues. The authors find that videos are popular simulated tools at health and medicine disciplines (Aljamal et al, 2020;Green et al, 2019;Hurtubise et al, 2013;Lehmann et al, 2016;Mota et al, 2018;Schmitz et al, 2020), economic, marketing and business (Kuhn et al, 2018;Lehmann et al, 2016;Orús et al, 2016) and other disciplines, including agriculture, nutrition, engineering. However, the use of video for promoting development purposes, especially indigenous people protection and empowerment remains unexplored.…”

Section: A Introductionmentioning

confidence: 99%

Community Development Education: Examining Students’ Video-Based Case Analysis on Community Issues, Indigenous Ethnic Protection and Empowerment

Suryani

Soedarso

Wahyuddin

et al. 2020

IJPOSS

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One of many development efforts is increasing today students development issues care and awareness. They are going to be the future nation developers and leaders. Thus, it is significant to promote understanding on various community development issues and stimulate their analytical thinking and problem solving. Video is one of many educational means to assist students’ learning process. It provides authentic materials and feeling experience of being there, instead of bringing the students to the real hazardous jungle. This study aims to analyze student-participants analysis on Dayak indigenous community issues and problem solving stimulation using a case study video. Qualitative research method is employed to achieve the research objectives. Thirty-five students are participating in the study. The studentparticipants written responses are analyzed by classifying them into emerging themes and categories, interpreting the underlying meaning and linking to the findings of existing projects, researches, and projects on development. The study reveals that the student-participants propose four main solutions. Those are environment and culture care, external development agents inclusion, capacity building and adaptive capacity development.

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“…8 Acquiring BBN skills early in one's medical career is important, and video-based work examples have been shown to be helpful. 27 However, not all German medical school curricula include speci c skills training for BBN in cancer. 28 In several oncological settings, BBN capacity building for physicians is offered, promoted or piloted on a voluntary basis, 29,30 mostly applying the SPIKES protocol.…”

mentioning

confidence: 99%

Cancer patients’ experiences and preferences when receiving bad news: a qualitative study

Krieger

Salm

Dresen

et al. 2022

Preprint

View full text Add to dashboard Cite

Purpose: Receiving a cancer diagnosis significantly impacts patients’ lives, and how the bad news is delivered influences patients’ trajectory, psychosocial adjustment and openness to psycho-oncological support. We explored how patients’ experiences, reactions and preferences were, when receiving the news and which optimization recommendations can be made.Methods: We conducted an exploratory qualitative study with patients who enrolled in the new integrated cross-sectoral psycho-oncological care programme ‘isPO’, being enrolled 12 months post-diagnosis. Data on the main issue (i.e. perception of the moment when the diagnosis is received) were collected via telephone interviews that were fully audiotaped and transcribed. Two independent coders conducted inductive content analyses using MAXQDA. Results: Out of 38 approached patients, 23 cancer patients with 13 different tumour entities participated. They had a mean age of 54.2 (SD 16.2); n = 17 (74%) were female. Three major themes with 14 corresponding subthemes emerged: (1) patients’ experiences with the bad news delivery, including setting, mode, preparation and perceived needs; (2) patients’ reactions to the bad news, such as shock, fear and helplessness, disbelief and denial, anger and feeling of injustice, thankfulness and depression; and (3) patients’ receiving preferences, including psycho-oncological support, addressing informational needs, needs-driven comprehensive support and a competent multidisciplinary support team.Conclusions: The quality of bad news delivery and addressing patients’ needs should be strongly considered by physicians. We recommend integrating patients’ perspective on the quality management processes of breaking bad news. For providing needs-centred high-quality care, applying existing guidelines and acquiring patient-centred communication skills are central.

show abstract

Learning how to break bad news from worked examples: Does the presentation format matter when hints are embedded? Results from randomised and blinded field trials

Cited by 16 publications

References 26 publications

Cancer patients’ experiences and preferences when receiving bad news: a qualitative study

Cancer patients’ experiences and preferences when receiving bad news: a qualitative study

Community Development Education: Examining Students’ Video-Based Case Analysis on Community Issues, Indigenous Ethnic Protection and Empowerment

Cancer patients’ experiences and preferences when receiving bad news: a qualitative study

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