Teaching medical students how to break bad news: A Turkish experience

Background. To assess the effect of teaching breaking bad news. Methods. The session incorporated brainstorming, presentation, discussion, small-group exercises using standardized patients. Course was evaluated through a pre-objective structured clinical examination (OSCE), first post-OSCE (post-OSCE1), second post-OSCE (post-OSCE2) (6^th month), and questionnaires. Results. Pre-OSCE, post-OSCE1, post-OSCE2 scores: preparing the environment 5.83 ±0.23, 7.93 ± 0.19, 9.78 ± 0.07; understanding what patient knows and wants to learn 1.83 ± 0.33, 6.47 ± 0.27, 9.68 ± 0.11; giving information 3.25 ± 0.34, 7.43 ± 0.19, 9.67 ± 0.10; developing empathy 2.50 ± 0.32, 6.92 ± 0.28, 9.87 ± 0.06; closing the interview 2.28 ± 0.28, 6.98 ± 0.25, 9.83 ±0.07. The differences between OSCEs were significant. In the questionnaire, 54.1% of 146 students perceived more competent. Conclusions. Course seems beneficial.