ArticleGMS journal for medical education2024
"Powerful placebo": A teaching and learning concept addressing placebo and nocebo effects in competency-based communication training.
Article in GMS journal for medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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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.
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Who cites it
4 citing papers in PubMed.
- Use of Digital Technology for Developing Communication Skills in Undergraduate and Postgraduate Medical Education: Scoping Review.JMIR medical education · 2026Article
- Understanding and leveraging placebo and nocebo effects in perioperative care: a cross-sectional survey of German-speaking anesthesiologists.BMC anesthesiology · 2026Observational
- Article
- Optimized communication during risk disclosure to reduce nocebo headache after lumbar puncture-a study protocol for a randomized controlled clinical trial.Frontiers in psychology · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Aim: Placebo and nocebo effects are based on expectations that are formed by how doctors communicate and can influence the efficacy of medical treatment. Given the implications for doctor-patient communication and the learning objectives listed in NKLM 2.0, we herein present a novel teaching and learning concept to impart competency-based knowledge about placebo and nocebo effects. Method: The teaching and learning concept was piloted with N=324 third-semester medical students. It combines a self-guided, small-group component to gather communication strategies and apply them in a video-recorded conversation, followed by a classroom-based session to reflect on and discuss the videos and to learn basic scientific and theoretical knowledge. The evaluation involved written feedback from the students and lecturers (structure/process) and an analysis of the videos (students' learning success). To supplement this, the overall course evaluation was included since this new teaching concept was not specifically evaluated by the students. Results: Course structure and process were rated positively. The active involvement of the students in the subject matter and the balance between theoretical, scientific and practical content was emphasized positively. Analysis of the learning success showed that the students were able to effectively transfer the knowledge gained about placebo and nocebo effects to conversational situations. Conclusion: The topic of placebo/nocebo is optimally suited to teach communication skills with its many links to knowledge, translational approaches and added value for medical practice. When doing this, video-recorded conversations appear to be an effective tool to achieve learning objectives. This teaching and learning strategy offers possibilities for expanding communication curricula.
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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.