Université de Lyon, université Claude-Bernard-Lyon-1, faculté de médecine Lyon-Est, 69008 Lyon, France; Centre Léon-Bérard, Department of Translational Medicine, Lyon, France.
Centre Léon-Bérard, Department of Translational Medicine, Lyon, France.
Bull Cancer. 2022 Jun;109(6):685-691. doi: 10.1016/j.bulcan.2022.02.009. Epub 2022 May 4.
We report two different peer role-play training courses for breaking bad news (BBN) in Oncology, the classic "in-class" model and the "virtual" peer role-play (VPRP) model developed during the SARS-CoV-2 pandemic.
Each session included 20-25 4th year medical students supervised by two practitioners experienced in oncology. After an ice breaking activity to exchange with students on means to promote hope to patients when BBN, peer role-plays started. Pre-and post-session questionnaires were submitted to evaluate students' satisfaction, attitudes, and perceptions. Pre-and post-session knowledge test were realized. Each student has participated to only one peer-role play either "in-class" (2018) or VPRP (2020).
In 2018, a total of 222 students received the "in-class" training. In 2020, a total 431 students received the VPRP training. For almost all students it was the first peer role-play training session. Before training, reported level of confidence in BBN was low. After training, students of the VPRP group were highly satisfied regarding quality (realism, organization). Students also reported great interest and perceived benefits. Students who underwent "in-class" training course showed a significantly higher improvement (+1.9 points) of their knowledge scores compared to those who underwent the VPRP training course (+0.7 points) (P-value=2e-16).
The two methods seem beneficial to improve knowledge skills in BBN although "in-class" training class seem to be more efficient. To our knowledge, this is the first comparison between virtual and in-class peer-role play training for BBN in oncology.
我们报告了两种不同的同行角色扮演培训课程，用于肿瘤学中的不良消息告知（BBN），经典的“课堂”模式和 SARS-CoV-2 大流行期间开发的“虚拟”同行角色扮演（VPRP）模式。
每个课程包括 20-25 名四年级医学生，由两名在肿瘤学方面有经验的从业者监督。在破冰活动中，学生们就 BBN 时如何促进患者希望进行交流后，开始进行同行角色扮演。在课程前后提交问卷，以评估学生的满意度、态度和看法。在课程前后进行知识测试。每个学生仅参加过一次同行角色扮演，要么是“课堂”（2018 年），要么是 VPRP（2020 年）。
2018 年，共有 222 名学生接受了“课堂”培训。2020 年，共有 431 名学生接受了 VPRP 培训。对于几乎所有学生来说，这是第一次同行角色扮演培训。在培训之前，报告的 BBN 信心水平较低。培训后，VPRP 组的学生对质量（现实性、组织性）非常满意。学生们还表示非常感兴趣并认为受益匪浅。接受“课堂”培训课程的学生与接受 VPRP 培训课程的学生相比，其知识得分的提高幅度显著更高（+1.9 分）（P 值=2e-16）。
这两种方法似乎都有利于提高 BBN 的知识技能，尽管“课堂”培训课程似乎更有效。据我们所知，这是首次对肿瘤学中虚拟和课堂同行角色扮演培训在 BBN 中的比较。
