Teaching and evaluating breaking bad news: a pre-post evaluation study of a teaching intervention for medical students and a comparative analysis of different measurement instruments and raters.

OBJECTIVE

To investigate changes of different domains of breaking bad news (bbn) competences after a teaching module for medical students, and to collage the results generated by different approaches of evaluation.

METHODS

Rating of medical student-SP interactions by means of a global rating scale and a detailed checklist used by SPs and independent raters.

RESULTS

Students improved their breaking bad news competency. However, the changes vary between the different domains of bbn competency. In addition, results generated by different evaluation instruments differ.

CONCLUSION

This study serves as a stimulus for further research on the training of specific elements of bbn and different approaches of evaluating bbn competency.

PRACTICE IMPLICATIONS

In light of the different facets of bbn competency, it is important to set priorities regarding the teaching aims and to provide a consistent approach.