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Background <p>Communicating bad news (BBN) is a significant challenge in medical practice, particularly in oncology, as it directly impacts patient care and follow-up. Despite existing protocols to aid this process, both patients and healthcare professionals frequently highlight insufficient training in BBN. This study evaluates [<CitationRef CitationID="CR1">1</CitationRef>] the curricula and methodologies of teaching BBN at the study institution and [<CitationRef CitationID="CR2">2</CitationRef>] medical students’ perceptions of the effectiveness and adequacy of their BBN education and training.</p> Methods <p>This cross-sectional, quantitative, exploratory study used a self-administered questionnaire with 25 questions developed by the researchers. Categorical variables were compared via the chi-square test or Fisher’s exact test, with a significance level of 5%.</p> Results <p>A total of 300 questionnaires were completed by medical students from the 8th to 12th periods, comprising 205 women and 95 men, with an average age of 23.9 ± 3.4 years. Among the participants, 220 (73.3%) reported receiving some formal instruction on breaking bad news, but only 17.3% felt prepared for this task. A vast majority (95.7%) recognized the importance of being prepared to communicate bad news. At the beginning of their practical cycle, 74.6% of the students found “discussing the end of therapeutic options and palliative care” the most challenging. For those already in the practical cycle, 54.8% identified “communicating about the worsening of the disease” as the most difficult.</p> Conclusion <p>Developing skills for breaking bad news is essential for a strong doctor–patient relationship. Teaching these skills in medical education is necessary to increase patient motivation and confidence in treatment.</p>

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From classroom to clinic: Addressing gaps in teaching and perceived preparedness for breaking bad news in medical education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年3月27日

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  • Marcilea Silva Santos,
  • Laís Michelle Cunha,
  • Ana Julia Ferreira,
  • Ana Paula Drummond-Lage

摘要

Background

Communicating bad news (BBN) is a significant challenge in medical practice, particularly in oncology, as it directly impacts patient care and follow-up. Despite existing protocols to aid this process, both patients and healthcare professionals frequently highlight insufficient training in BBN. This study evaluates [1] the curricula and methodologies of teaching BBN at the study institution and [2] medical students’ perceptions of the effectiveness and adequacy of their BBN education and training.

Methods

This cross-sectional, quantitative, exploratory study used a self-administered questionnaire with 25 questions developed by the researchers. Categorical variables were compared via the chi-square test or Fisher’s exact test, with a significance level of 5%.

Results

A total of 300 questionnaires were completed by medical students from the 8th to 12th periods, comprising 205 women and 95 men, with an average age of 23.9 ± 3.4 years. Among the participants, 220 (73.3%) reported receiving some formal instruction on breaking bad news, but only 17.3% felt prepared for this task. A vast majority (95.7%) recognized the importance of being prepared to communicate bad news. At the beginning of their practical cycle, 74.6% of the students found “discussing the end of therapeutic options and palliative care” the most challenging. For those already in the practical cycle, 54.8% identified “communicating about the worsening of the disease” as the most difficult.

Conclusion

Developing skills for breaking bad news is essential for a strong doctor–patient relationship. Teaching these skills in medical education is necessary to increase patient motivation and confidence in treatment.