Clare Kennedy, Alison Lynch, Nina Doyle, Susanne Brodigan, Laura Guild, Mary F. Higgins
{"title":"“失去的故事”-设计和评估病人为医学生主导的围产期丧亲计划","authors":"Clare Kennedy, Alison Lynch, Nina Doyle, Susanne Brodigan, Laura Guild, Mary F. Higgins","doi":"10.1111/tct.70146","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Providing bereavement support to parents who have experienced a perinatal loss requires knowledge, empathy and sensitivity. Undergraduate opportunities to learn directly from parents with personal experience remain limited. This study assessed medical students' responses to parent-led stories on perinatal loss, evaluating their self-reported changes in knowledge, skills and self-awareness.</p>\n </section>\n \n <section>\n \n <h3> Approach</h3>\n \n <p>Final-year medical students in University College Dublin participated in a new educational initiative featuring parent-educators from three perinatal loss advocacy groups. Each session focused on the parents' personal experiences of pregnancy loss and was designed collaboratively with the authors and independently led by the parents.</p>\n </section>\n \n <section>\n \n <h3> Evaluation</h3>\n \n <p>Evaluation used a validated preintervention and postintervention questionnaire—the Perinatal Bereavement Care Confidence Scale (PBCCS). This measures self-reported knowledge, support skills and self-awareness in providing bereavement care. Students also provided free-text comments on confidence promoters, inhibitors and suggestions for improvement. Statistically significant improvements were observed across all three domains of the PBCCS following the educational sessions. Knowledge scores increased 28.2%, from 2.80 to 3.59 (<i>p</i> < 0.01; Cohen's <i>d</i> = 0.39). Skills rose 43.1%, from 2.16 to 3.09 (<i>p</i> < 0.001; <i>d</i> = 0.65). Self-awareness increased 21.6%, from 3.29 to 4.00 (<i>p</i> < 0.001). Thematic content analysis of free-text responses revealed a lack of experience and fear of ‘saying the wrong thing’ as confidence inhibitors. Postintervention responses highlighted the value of hearing from the bereaved parents, with students calling for continued parent-educator sessions.</p>\n </section>\n \n <section>\n \n <h3> Implications</h3>\n \n <p>This pilot educational programme highlights the value of in-person, parent-led education and suggests that integrating the lived experience can better prepare students to provide bereavement care.</p>\n </section>\n </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 4","pages":""},"PeriodicalIF":1.2000,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70146","citationCount":"0","resultStr":"{\"title\":\"‘Stories of Loss’—Designing and Evaluating a Patient-Led Perinatal Bereavement Programme for Medical Students\",\"authors\":\"Clare Kennedy, Alison Lynch, Nina Doyle, Susanne Brodigan, Laura Guild, Mary F. Higgins\",\"doi\":\"10.1111/tct.70146\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Providing bereavement support to parents who have experienced a perinatal loss requires knowledge, empathy and sensitivity. Undergraduate opportunities to learn directly from parents with personal experience remain limited. This study assessed medical students' responses to parent-led stories on perinatal loss, evaluating their self-reported changes in knowledge, skills and self-awareness.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Approach</h3>\\n \\n <p>Final-year medical students in University College Dublin participated in a new educational initiative featuring parent-educators from three perinatal loss advocacy groups. 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‘Stories of Loss’—Designing and Evaluating a Patient-Led Perinatal Bereavement Programme for Medical Students
Background
Providing bereavement support to parents who have experienced a perinatal loss requires knowledge, empathy and sensitivity. Undergraduate opportunities to learn directly from parents with personal experience remain limited. This study assessed medical students' responses to parent-led stories on perinatal loss, evaluating their self-reported changes in knowledge, skills and self-awareness.
Approach
Final-year medical students in University College Dublin participated in a new educational initiative featuring parent-educators from three perinatal loss advocacy groups. Each session focused on the parents' personal experiences of pregnancy loss and was designed collaboratively with the authors and independently led by the parents.
Evaluation
Evaluation used a validated preintervention and postintervention questionnaire—the Perinatal Bereavement Care Confidence Scale (PBCCS). This measures self-reported knowledge, support skills and self-awareness in providing bereavement care. Students also provided free-text comments on confidence promoters, inhibitors and suggestions for improvement. Statistically significant improvements were observed across all three domains of the PBCCS following the educational sessions. Knowledge scores increased 28.2%, from 2.80 to 3.59 (p < 0.01; Cohen's d = 0.39). Skills rose 43.1%, from 2.16 to 3.09 (p < 0.001; d = 0.65). Self-awareness increased 21.6%, from 3.29 to 4.00 (p < 0.001). Thematic content analysis of free-text responses revealed a lack of experience and fear of ‘saying the wrong thing’ as confidence inhibitors. Postintervention responses highlighted the value of hearing from the bereaved parents, with students calling for continued parent-educator sessions.
Implications
This pilot educational programme highlights the value of in-person, parent-led education and suggests that integrating the lived experience can better prepare students to provide bereavement care.
期刊介绍：
The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.
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