Breaking bad news: A randomized controlled trial to test a novel interactive course for medical students using blended learning |
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| Affiliation: | 1. Medical Communication and Psychosomatic Medicine, University Hospital Basel, Basel, Switzerland;2. Division of Clinical Psychology and Psychotherapy, Faculty of Psychology, University of Basel, Basel, Switzerland;3. Faculty of Medicine, University of Basel, Basel, Switzerland;4. Emergency Department, University Hospital Basel, Basel, Switzerland;1. Department of Family Medicine, American University of Beirut, Lebanon;2. Division of Orthopedic Surgery / Department of Surgery, American University of Beirut, Lebanon;3. Department of Arts and Science, American University of Beirut, Lebanon;1. The International Federation of Kidney Foundation – World Kidney Alliance (IFKF-WKA), Division of Nephrology and Hypertension and Kidney Transplantation, University of California Irvine, Orange, CA, USA;2. Department of Medicine and Therapeutics, Carol & Richard Yu PD Research Centre, Prince of Wales Hospital, Chinese University of Hong Kong, Hong Kong;3. Division of Nephrology, Hypertension and Kidney Transplantation, Department of Medicine, University of California Irvine School of Medicine, Orange, CA, USA;4. Tanker Foundation, Chennai, India;5. Division of Nephrology and Hypertension, 1st Department of Internal Medicine, AHEPA Hospital, Aristotle University of Thessaloniki, Thessaloniki, Greece;6. Hong Kong Kidney Foundation and the International Federation of Kidney Foundations – World Kidney Alliance, The Jockey Club School of Public Health and Primary Care, The Chinese University of Hong Kong, Hong Kong, China;7. Renal Unit, Department of Medicine, College of Medicine, University of Nigeria, Ituku-Ozalla, Enugu, Nigeria;8. James Whitcomb Riley Hospital for Children, Indiana University School of Medicine, Indianapolis, IN, USA;9. Italian Kidney Foundation, Rome, Italy;10. World Kidney Day Office, Brussels, Belgium;11. Polycystic Kidney Disease Charity, London, UK;12. American Association of Kidney Patients. Tampa, FL, USA;13. Hong Kong Kideny Foundation, Hong Kong, China;14. Nephrology Unit, Department of Internal Medicine, Faculty of Medicine, Cairo University, Giza, Egypt;15. Sydney School of Public Health, The University of Sydney, Sydney, New South Wales, Australia;1. Division of General Internal Medicine, Department of Medicine, University of California San Francisco (UCSF), USA;2. Multiethnic Health Equity Research Center, Division of General Internal Medicine, University of California San Francisco (UCSF), USA;3. Department of Psychiatry and Behavioral Sciences, Immigrant Health and Cancer Disparities Service, Memorial Sloan-Kettering Cancer Center, USA;1. Department of Hematology, The Third Xiangya Hospital, Central South University, Changsha 410013, PR China;2. Center for Clinical Pharmacology, The Third Xiangya Hospital, Central South University, Changsha 410013, PR China;3. Center for Medical Ethics, Central South University, Changsha 410013, PR China;4. Yale School of Public Health, New Haven, Connecticut, USA;1. Université de Lyon, université Claude-Bernard-Lyon-1, faculté de médecine Lyon-Est, 69008 Lyon, France;2. Centre Léon-Bérard, Department of Translational Medicine, Lyon, France;3. Centre Léon-Bérard, Department of Medical Oncology, 69008 Lyon, France |
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| Abstract: | ObjectiveBreaking bad news (BBN) is challenging for physicians and patients and specific communication strategies aim to improve these situations. This study evaluates whether an E-learning assignment could improve medical students' accurate recognition of BBN communication techniques.MethodsThis randomized controlled trial was conducted at the University of Basel. After a lecture on BBN, 4th year medical students were randomized to an intervention receiving an E-learning assignment on BBN or to a control group. Both groups then worked on an examination video and identified previously taught BBN elements shown in a physician-patient interaction. The number of correctly, misclassified and incorrectly identified BBN communication elements as well as missed opportunities were assessed in the examination video.ResultsWe included 160 medical students (55% female). The number of correctly identified BBN elements did not differ between control and intervention group (mean [SD] 3.51 [2.50] versus 3.72 [2.34], p = 0.58). However, the mean number of inappropriate BBN elements was significantly lower in the intervention than in the control group (2.33 [2.57] versus 3.33 [3.39], p = 0.037).ConclusionsUse of an E-learning tool reduced inappropriate annotations regarding BBN communication techniques.Practice implicationsThis E-learning might help to further advance communication skills in medical students. |
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| Keywords: | Breaking bad news E-learning Blended learning Communication strategy |
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