ArticleThe Permanente journal2020
Effects on Medical Students of Longitudinal Small-Group Learning about Breaking Bad News.
Article in The Permanente journal, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT06376188 (Improving Breaking Bad News in Pediatrics by Simulated Communication), which is not on this map. Cited by 8 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Improving Breaking Bad News in Pediatrics by Simulated Communication: The Prospective Randomized Controlled SimCom Study
Who cites it
8 citing papers in PubMed.
- Towards patient-centered healthcare: a scoping review of soft skills training in medical schools.BMC medical education · 2026Article
- Enhancing compassionate communication: comparing lecture and simulation training in breaking bad news training.BMC medical education · 2026Article
- Learning through difficult disclosures of cancer progression: experiences of physicians and nurses in training.BMC medical education · 2026Article
- Breaking bad news: an active learning method for medical students.BMC medical education · 2024Article
- How to break bad news and how to learn this skill: results from an international North-Eastern German Society for Gynecological Oncology (NOGGO) survey among physicians and medical students with 1089 participantsInternational journal of gynecological cancer : official journal of the International Gynecological Cancer Society · 2023Article
- Delivering Bad News: Emotional Perspective and Coping Strategies of Medical Students.Psychology research and behavior management · 2023Article
- Delivering Bad News: Self-Assessment and Educational Preferences of Medical Students.International journal of environmental research and public health · 2022Article
- A Survey of Norwegian Nursing Students' Responses to Student-Centered Small Group Learning in the Study of Human Anatomy and Physiology.SAGE open nursingArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionDelivering bad news is a difficult task for physicians, and medical schools do not always prepare future physicians for this inevitable task.
objectiveTo examine training in breaking bad news, to improve medical students' competence and confidence in dealing with this important aspect of clinical practice.
methodsAn exploratory study using a qualitative approach was done at a Brazilian public university's medical school, which receives 30 medical students per semester. Two focus groups were conducted in 2018, with 15 students per group, before and after the training. The intervention consisted of a 6-month (4 h/wk) course about breaking bad news offered to 30 third-year medical students. The communication course included the perspectives of health care professionals, patients, and their families; the SPIKES protocol and the "ABCDE" mnemonic for delivering bad news; general guidelines; and role-playing/simulation strategies to improve students' skills and reduce their personal limitations.
resultsResults of the preintervention focus group demonstrated that only 30% of the students were aware of the importance of breaking bad news and of the existence of specific protocols to guide physicians in these situations. Findings from the postintervention focus group indicated that 90% of students understood the importance and began to apply protocols in their practice. DISCUSSION: Breaking bad news is a challenge for undergraduate medical students. The results of our qualitative study showed that students' perceptions about their capability in delivering bad news increased significantly after regular and focused training. The knowledge, skills, and attitudes acquired strengthened the students' self-reported ability to deal with situations requiring breaking bad news.
conclusionThe activities offered helped students develop communication skills. They made connections between their formal training (communication and cognitive skills) and actual clinical practice in a community-based rotation. The knowledge and skills acquired gave them tools needed to deliver bad news in their future clinical practice.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.