1. Breaking bad news: A randomized controlled trial to test a novel interactive course for medical students using blended learning
- Author
-
Wolf Langewitz, Sabina Hunziker, Christof Daetwyler, Christoph Becker, Michael Wilde, Katharina Beck, Jens Gaab, Tabita Urben, and Alessia Vincent
- Subjects
Male ,medicine.medical_specialty ,Students, Medical ,Intervention group ,Truth Disclosure ,law.invention ,03 medical and health sciences ,0302 clinical medicine ,Randomized controlled trial ,law ,Intervention (counseling) ,medicine ,Humans ,Learning ,Medical physics ,030212 general & internal medicine ,Physician-Patient Relations ,Communication ,030503 health policy & services ,General Medicine ,3. Good health ,Test (assessment) ,Blended learning ,Female ,Clinical Competence ,Communication skills ,0305 other medical science ,Psychology ,Education, Medical, Undergraduate - Abstract
Objective Breaking 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. Methods This 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. Results We 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). Conclusions Use of an E-learning tool reduced inappropriate annotations regarding BBN communication techniques. Practice implications This E-learning might help to further advance communication skills in medical students.
- Published
- 2022