ArticleThe clinical teacher2025
'Stories of Loss'-Designing and Evaluating a Patient-Led Perinatal Bereavement Programme for Medical Students.
Article in The clinical teacher, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- 'Stories of Loss'-Designing and Evaluating a Patient-Led Perinatal Bereavement Programme for Medical Students.The clinical teacher · 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
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundProviding bereavement support to parents who have experienced a perinatal loss requires knowledge, empathy and sensitivity. Undergraduate opportunities to learn directly from parents with personal experience remain limited. This study assessed medical students' responses to parent-led stories on perinatal loss, evaluating their self-reported changes in knowledge, skills and self-awareness. APPROACH: Final-year medical students in University College Dublin participated in a new educational initiative featuring parent-educators from three perinatal loss advocacy groups. Each session focused on the parents' personal experiences of pregnancy loss and was designed collaboratively with the authors and independently led by the parents. EVALUATION: Evaluation used a validated preintervention and postintervention questionnaire-the Perinatal Bereavement Care Confidence Scale (PBCCS). This measures self-reported knowledge, support skills and self-awareness in providing bereavement care. Students also provided free-text comments on confidence promoters, inhibitors and suggestions for improvement. Statistically significant improvements were observed across all three domains of the PBCCS following the educational sessions. Knowledge scores increased 28.2%, from 2.80 to 3.59 (p < 0.01; Cohen's d = 0.39). Skills rose 43.1%, from 2.16 to 3.09 (p < 0.001; d = 0.65). Self-awareness increased 21.6%, from 3.29 to 4.00 (p < 0.001). Thematic content analysis of free-text responses revealed a lack of experience and fear of 'saying the wrong thing' as confidence inhibitors. Postintervention responses highlighted the value of hearing from the bereaved parents, with students calling for continued parent-educator sessions. IMPLICATIONS: This pilot educational programme highlights the value of in-person, parent-led education and suggests that integrating the lived experience can better prepare students to provide bereavement care.
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.