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 |
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| Institution: | 1. RTI International, Research Triangle Park, NC, USA;2. US Food and Drug Administration, Silver Spring, MD, USA;1. College of Nursing, University of South Carolina, Columbia, USA;2. School of Medicine, University of South Carolina, Columbia, USA;1. Université Libre de Bruxelles, Faculté des Sciences Psychologiques et de l’Éducation, Brussels, Belgium;2. Institut Jules Bordet, Clinique de Psycho-Oncologie, Université Libre de Bruxelles, Brussels, Belgium;3. Hôpital Universitaire Erasme, Service de Psychologie, Brussels, Belgium;4. Centre de Psycho-Oncologie, Brussels, Belgium;5. Université Catholique de Louvain, Faculté de Médecine, Brussels, Belgium;1. Sainte-Justine University Hospital (CHUSJ) Research Center, Department of Pediatrics, University of Montréal, Montréal, Canada;2. Division of Hematology-Oncology, Sainte-Justine University Hospital, Montréal, Canada;3. Department of Psychology, University of Montréal, Montréal, Canada;4. Department of Pediatrics, University of Montréal, Division of Emergency Medicine, Sainte-Justine University Hospital, Montréal, Canada;5. Psycho-Oncology Center, Sainte-Justine University Hospital, Montréal, Canada;6. Leucan (Québec association for parents of children with cancer), Montréal, Canada;7. Patients-Families-Providers Partnership Office, Sainte-Justine University Hospital, Montréal, Canada |
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| Abstract: | ObjectivesVideo-based worked examples enable medical students to successfully prepare for breaking-bad-news (BBN) encounters with simulated patients (SPs). This is especially true when examples include hints that signal important content. This paper investigates whether the beneficial effect of hints only applies to video-based worked examples or also text-based examples.MethodsOne-hundred-and-forty-seven fourth-year medical students attending a BBN training participated in either of two equally scaffolded, randomised field trials. Prior to encountering SPs, the students worked through an e-learning module introducing the SPIKES protocol for delivering bad news; it contained the same worked example presented to either of four groups as text or video, with or without additional hints denoting the SPIKES steps being implemented.ResultsOnly a main effect of ‘hints’ was revealed, implying that students in the hints groups delivered the news to an SP significantly more appropriately than those in the without-hints groups.ConclusionsIndependent of their presentation format, worked examples with hints best foster students’ BBN skills learning.Practice implicationsIn addition to video, text-based worked examples can effectively prepare students for BBN simulations if hints are included. This offers an affordable alternative to video examples, as text examples can be generated with less effort. |
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| Keywords: | Computer-assisted instruction Audio-video demonstration Text demonstration Medical students Patient simulation Truth disclosure Comparative study |
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