Department of Emergency Medicine, UNC School of Medicine, Chapel Hill, North Carolina 27599, USA.
Teach Learn Med. 2009 Jul;21(3):207-19. doi: 10.1080/10401330903018450.
Our study examined whether GRIEV_ING improved death notification skills of medical students, whether pretesting with simulated survivors primed learners and improved results of the intervention, and whether feedback on the simulated encounter improved student performance.
GRIEV_ING training was given to 138 fourth-year medical students divided into three groups: exposure to simulated survivor (SS) with written feedback, exposure to SS but no feedback, and no exposure to SS before the training. Students were tested on self-confidence before and after the intervention and were rated by SSs on interpersonal communication and death notification skills. ANCOVA was performed, with gender and race covariates.
All groups improved on death notification competence and confidence at about the same rate. Competence significantly (p =.037) improved for the feedback group. Interpersonal communication scores declined for all groups.
GRIEV_ING provides an effective model medical educators can use to train medical students to provide competent death notifications. Senior medical students are primed to learn death notification and do not require a preexposure.
我们的研究旨在探讨 GRIEV_ING 是否能提高医学生的死亡通知技能，预测试是否通过模拟幸存者来激发学习者并提高干预效果，以及关于模拟遭遇的反馈是否能提高学生的表现。
GRIEV_ING 培训分三个组提供给 138 名四年级医学生：接受有书面反馈的模拟幸存者（SS）暴露、接受 SS 但没有反馈、以及在培训前不接触 SS。学生在干预前后对自信进行测试，并由 SS 对人际沟通和死亡通知技能进行评分。采用协方差分析（ANCOVA），并加入性别和种族协变量。
所有组在死亡通知能力和信心方面都以大致相同的速度提高。反馈组的能力显著提高（p=.037）。所有组的人际沟通分数都下降了。
GRIEV_ING 为医学教育工作者提供了一种有效的模式，可以用来培训医学生提供有能力的死亡通知。高年级医学生已经准备好学习死亡通知，不需要预先接触。
