Timothy C Clapper, Taylor B Sewell, Winifred Shen, Kevin Ching, Aliza B Solomon, Kyle P Burns, Paul B Martin, Meredith L Turetz, Carl V Crawford, Christine L Joyce, Inna V Landres, Kapil Rajwani
{"title":"传递坏消息或困难消息。为跨学科研究员做准备的创新模拟教育方法。","authors":"Timothy C Clapper, Taylor B Sewell, Winifred Shen, Kevin Ching, Aliza B Solomon, Kyle P Burns, Paul B Martin, Meredith L Turetz, Carl V Crawford, Christine L Joyce, Inna V Landres, Kapil Rajwani","doi":"10.1080/17538068.2023.2192578","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>There is limited data on the effectiveness of training interventions to improve the delivery of bad news.</p><p><strong>Methods: </strong>This preliminary research included pre-post assessments and an open-ended survey to evaluate the effectiveness and perceived value of training on delivering bad news for 26 first- and second-year fellows from five adult and pediatric fellowship programs.</p><p><strong>Results: </strong>There was a significant increase in faculty assessment scores (34.5 vs. 41.0, respectively, Z = -3.661, <i>p </i>< 0.001) and Standardized Patient (SP) assessment scores (37.5 vs .44.5, respectively, Z = -2.244, <i>p</i> = 0.025). Fellows valued having a standard framework to aid in the delivery of bad news; receiving targeted feedback and having the opportunity to apply their skills in a subsequent case.</p><p><strong>Conclusions: </strong>A one-hour, four-phase lesson plan that includes an individualized training approach and simulation do-overs can be effective and valuable for preparing fellows to deliver bad news.</p>","PeriodicalId":38052,"journal":{"name":"Journal of Communication in Healthcare","volume":" ","pages":"44-50"},"PeriodicalIF":0.0000,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Delivering bad or difficult news. An innovative simulation-based education approach to prepare interdisciplinary fellowships.\",\"authors\":\"Timothy C Clapper, Taylor B Sewell, Winifred Shen, Kevin Ching, Aliza B Solomon, Kyle P Burns, Paul B Martin, Meredith L Turetz, Carl V Crawford, Christine L Joyce, Inna V Landres, Kapil Rajwani\",\"doi\":\"10.1080/17538068.2023.2192578\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>There is limited data on the effectiveness of training interventions to improve the delivery of bad news.</p><p><strong>Methods: </strong>This preliminary research included pre-post assessments and an open-ended survey to evaluate the effectiveness and perceived value of training on delivering bad news for 26 first- and second-year fellows from five adult and pediatric fellowship programs.</p><p><strong>Results: </strong>There was a significant increase in faculty assessment scores (34.5 vs. 41.0, respectively, Z = -3.661, <i>p </i>< 0.001) and Standardized Patient (SP) assessment scores (37.5 vs .44.5, respectively, Z = -2.244, <i>p</i> = 0.025). Fellows valued having a standard framework to aid in the delivery of bad news; receiving targeted feedback and having the opportunity to apply their skills in a subsequent case.</p><p><strong>Conclusions: </strong>A one-hour, four-phase lesson plan that includes an individualized training approach and simulation do-overs can be effective and valuable for preparing fellows to deliver bad news.</p>\",\"PeriodicalId\":38052,\"journal\":{\"name\":\"Journal of Communication in Healthcare\",\"volume\":\" \",\"pages\":\"44-50\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Communication in Healthcare\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/17538068.2023.2192578\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2023/3/23 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q2\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Communication in Healthcare","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/17538068.2023.2192578","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2023/3/23 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
Delivering bad or difficult news. An innovative simulation-based education approach to prepare interdisciplinary fellowships.
Background: There is limited data on the effectiveness of training interventions to improve the delivery of bad news.
Methods: This preliminary research included pre-post assessments and an open-ended survey to evaluate the effectiveness and perceived value of training on delivering bad news for 26 first- and second-year fellows from five adult and pediatric fellowship programs.
Results: There was a significant increase in faculty assessment scores (34.5 vs. 41.0, respectively, Z = -3.661, p < 0.001) and Standardized Patient (SP) assessment scores (37.5 vs .44.5, respectively, Z = -2.244, p = 0.025). Fellows valued having a standard framework to aid in the delivery of bad news; receiving targeted feedback and having the opportunity to apply their skills in a subsequent case.
Conclusions: A one-hour, four-phase lesson plan that includes an individualized training approach and simulation do-overs can be effective and valuable for preparing fellows to deliver bad news.
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