Top

Published in:

Open Access 01-12-2019

Training Undergraduates Skills in Breaking Bad News: How Students Value Educators’ Feedback

Authors: Marianne Brouwers, Chris van Weel, Roland Laan, Evelyn van Weel-Baumgarten

Published in: Journal of Cancer Education | Issue 6/2019

Abstract

Feedback is a key factor in acquiring breaking bad news (BBN) communication skills and its’ acceptance depends on the perceived credibility of the provider. Our aim was to investigate students’ opinions on the provided feedback by different educators (surgeons, psychologists, and simulated patient (SP)) during BBN skills training. We developed a questionnaire investigating provided feedback by the surgeon, psychologist, and SP (yes or no statements), regarding (1) perceived safety of the atmosphere, (2) perceived positive feedback, (3) perceived specific feedback, and (4) perceived usefulness for improvement during BBN skills training. Five hundred twenty students returned the questionnaire after BBN skills training. Most students rated the feedback as positive, specific, and useful. Also, the atmosphere was considered safe. Feedback ratings of the SP were the same as for the surgeon and valued higher than for the psychologist. An unsafe atmosphere, or not receiving positive, specific, or useful feedback was mostly related to the psychologist’s feedback. Feedback on BBN skills training by surgeons and SPs is rated equally helpful by students and is regarded specific, useful, and positive. When designing a BBN training, it is worth to consider involving SP’s as well as clinicians.

Berkhof M, van Rijssen HJ, Schellart AJ, Anema JR, van der Beek AJ (2011) Effective training strategies for teaching communication skills to physicians: an overview of systematic reviews. Patient Educ Couns 84(2):152–162. https://doi.org/10.1016/j.pec.2010.06.010 CrossRefPubMed

Bing-You R, Hayes V, Varaklis K, Trowbridge R, Kemp H, McKelvy D (2017) Feedback for learners in medical education: what is known? A scoping review. Acad Med 92(9):1346–1354. https://doi.org/10.1097/ACM.0000000000001578 CrossRefPubMed

Bing-You RG, Paterson J, Levine MA (2009) Feedback falling on deaf ears: residents’ receptivity to feedback tempered by sender credibility. Med Teach 19(1):40–44. https://doi.org/10.3109/01421599709019346 CrossRef

Bowen L, Marshall M, Murdoch-Eaton D (2017) Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance”. Acad Med 92(9):1303–1312. https://doi.org/10.1097/ACM.0000000000001632 CrossRefPubMed

Cörvers F, Mommers A, Van der Ploeg S, Sapulete S (2017) Status en imago van de leraar in de 21ste eeuw. Maastricht University, Maastricht

Dijksterhuis MG, Schuwirth LW, Braat DD, Teunissen PW, Scheele F (2013) A qualitative study on trainees’ and supervisors’ perceptions of assessment for learning in postgraduate medical education. Med Teach 35(8):e1396–1402CrossRef

Engerer C, Berberat PO, Dinkel A, Rudolph B, Sattel H, Wuensch A (2016) Integrating 360 degrees behavior-orientated feedback in communication skills training for medical undergraduates: concept, acceptance and students’ self-ratings of communication competence. BMC Med Educ 16(1):271. https://doi.org/10.1186/s12909-016-0792-0 CrossRefPubMedPubMedCentral

Eva KW, Armson H, Holmboe E, Lockyer J, Loney E, Mann K, Sargeant J (2012) Factors influencing responsiveness to feedback: on the interplay between fear, confidence, and reasoning processes. Adv Health Sci Educ Theory Pract 17(1):15–26. https://doi.org/10.1007/s10459-011-9290-7 CrossRefPubMed

Finch E, Lethlean J, Rose T, Fleming J, Theodoros D, Cameron A, Coleman A, Copland D, McPhail SM (2018) How does feedback from patients impact upon healthcare student clinical skill development and learning? A systematic review. Med Teach 40(3):244–252CrossRef

10.

Greco M, Brownlea A, McGovern J (2001) Impact of patient feedback on the interpersonal skills of general practice registrars: results of a longitudinal study. Med Educ 35(8):748–756CrossRef

11.

Kaplonyi J, Bowles KA, Nestel D, Kiegaldie D, Maloney S, Haines T, Williams C (2017) Understanding the impact of simulated patients on health care learners' communication skills: a systematic review. Med Educ 51(12):1209–1219. https://doi.org/10.1111/medu.13387 CrossRefPubMed

12.

Kurtz SM, Silverman J, Draper J (1998) Teaching and learning communication skills in medicine. Radcliffe Medical Press, Abingdon

13.

Rider EA, Keefer CH (2006) Communication skills competencies: definitions and a teaching toolbox. Med Educ 40(7):624–629. https://doi.org/10.1111/j.1365-2929.2006.02500.x CrossRefPubMed

14.

Telio S, Ajjawi R, Regehr G (2015) The “educational alliance” as a framework for reconceptualizing feedback in medical education. Acad Med 90(5):609–614. https://doi.org/10.1097/ACM.0000000000000560 CrossRefPubMed

15.

Van de Ridder JM, Berk FC, Stokking KM, Ten Cate OT (2015) Feedback providers’ credibility impacts students’ satisfaction with feedback and delayed performance. Med Teach 37(8):767–774CrossRef

16.

Van Schaik SM, O'Sullivan PS, Eva KW, Irby DM, Regehr G (2016) Does source matter? Nurses’ and physicians’ perceptions of interprofessional feedback. Med Educ 50(2):181–188. https://doi.org/10.1111/medu.12850 CrossRefPubMed

17.

Van Weel-Baumgarten E, Brouwers M, Grosfeld F, Jongen-Hermus F, Van Dalen J, Bonke B (2012) Teaching and training in breaking bad news at the Dutch medical schools: a comparison. Med Teach 34(5):373–381CrossRef

Title: Training Undergraduates Skills in Breaking Bad News: How Students Value Educators’ Feedback
Authors: Marianne Brouwers
Chris van Weel
Roland Laan
Evelyn van Weel-Baumgarten
Publication date: 01-12-2019
Publisher: Springer US
Published in: Journal of Cancer Education / Issue 6/2019
Print ISSN: 0885-8195
Electronic ISSN: 1543-0154
DOI: https://doi.org/10.1007/s13187-018-1415-8

Webinar | 19-02-2024 | 17:30 (CET)

Keynote webinar | Spotlight on antibody–drug conjugates in cancer

Watch now

Antibody–drug conjugates (ADCs) are novel agents that have shown promise across multiple tumor types. Explore the current landscape of ADCs in breast and lung cancer with our experts, and gain insights into the mechanism of action, key clinical trials data, existing challenges, and future directions.

Dr. Véronique Diéras

Prof. Fabrice Barlesi

Developed by: Springer Medicine

Keynote webinar | Spotlight on sleep in brain health

Springer Medicine

Abstract

Please log in to get access to this content

Other articles of this Issue 6/2019

Evaluating the Effect of a Video Education Curriculum for First Time Breast Cancer Patients: a Prospective RCT Feasibility Study

Support for Young Adult Cancer Patients: Perspectives of Patients and their Mothers

The Influence of a Home-Based Education Intervention on Family Caregivers’ Knowledge and Self-Efficacy for Cancer Pain Management in Adult Patients Within a Resource-Limited Setting

A Qualitative Systematic Review of Cigarette Smoking Cessation Interventions for Persons Living with HIV

Training Future Leaders: Experience from China-ASEAN Cancer Control Training Program

Correction to: Evaluating the Effect of a Video Education Curriculum for First Time Breast Cancer Patients: a Prospective RCT Feasibility Study

Keynote webinar | Spotlight on antibody–drug conjugates in cancer