فهرست مطالب نجمه سادات مصلی نژاد

The Main challenge in training about breaking bad news is selection of appropriate educational method. This study was performed to assess the results of role-playing method versus group discussion in training about this skill. This was an interventional double blind study, performed in 2009-2010 in Jahrom University of Medical Sciences. 30 medical students were involved in this study (15 students in each group). At first, their breaking bad news skills were evaluated with an Objective Structured Long Examination Record (OSLER1). Then the first group participated in group-discussion workshop and the second one participated in role playing workshop. Their breaking bad news skills were re-evaluated by OSLER2 after the course. The score of OSLER1 and OSLER2 of both groups were compared. Results were analyzed by T test and paired T test. there was no significant difference in OSLER scores between groups before intervention (p=27.42). The mean score of the first group before workshop (10.5 3.44) was significantly different from it after (19.8 5.44) training (p=.000). Also the mean score of the second group before (27.70 0/833) and after (27.70 0.833) training were significantly different (p=0.000). There was significant difference between two groups’ scores after training (p=0.000). Our training intervention was effective in producing significant change in medical students’ breaking bad news skills, but training by Role-playing method was more effective than group discussion method.

Appropriate breaking bad news skills are essential to the practice of high quality medicine. This study was performed in order to assess the educational benefits of training on breaking bad news skills by role play versus group discussion methods. This interventional double blind study was performed in 2009-2010 in Jahrom University of Medical Sciences. Determination of the sample size and sampling method was based on census. 30 interns were involved in this study. They were divided into two groups randomly. Their knowledge and attitude about breaking bad news skills were evaluated with valid and reliable questionnaires. Then, group one participated in group discussion workshop and the other group participated in the role play workshop. Their knowledge and attitude were re-evaluated after the course. The scores of pre-course and post- course of both groups were compared. The results were analyzed in SPSS 11.5 using t-test and paired t-test. The mean score of knowledge and attitude of both groups before training were compared and the results showed that there was no significant difference between them (p=0.618 and p=0.329). The mean scores of knowledge of groups one and two before and after training were compared and there was a significant difference (P<0.0001). The mean scores of the attitude of groups one and two before and after training revealed a significant difference (p=0.001). The mean scores of the knowledge and attitude of groups one and two after training were compared and there was a significant difference (P<0.0001, P<0.0001). Although both methods were effective in producing significant changes in medical student’s knowledge and attitude, role playing was more effective.