Breaking bad news, building better learners: using the SPIKES framework for medical education feedback.
作者信息
Sinha Sakshi, Gilchrist Christopher, Leung Fok-Han
机构信息
Temerty Faculty of Medicine, University of Toronto, Ontario, Canada.
Department of Family and Community Medicine, University of Toronto, Ontario, Canada.
出版信息
Can Med Educ J. 2025 May 1;16(2):77-78. doi: 10.36834/cmej.80847. eCollection 2025 May.
Abstract
摘要
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本文引用的文献
1
Evaluating the SPIKES Model for Improving Peer-to-Peer Feedback Among Internal Medicine Residents: a Randomized Controlled Trial.评估 SPIKES 模型对内科学住院医师同伴反馈的影响：一项随机对照试验。
J Gen Intern Med. 2021 Nov;36(11):3410-3416. doi: 10.1007/s11606-020-06459-w. Epub 2021 Jan 27.
2
Introduction to the Peer Teacher Training in health professional education supplement series.卫生专业教育同伴教师培训补充系列介绍。
BMC Med Educ. 2020 Dec 3;20(Suppl 2):454. doi: 10.1186/s12909-020-02279-y.
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How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide No. 59.自我决定理论如何帮助我们理解医学教育中的教与学过程。AMEE 指南第 59 号。
Med Teach. 2011;33(12):961-73. doi: 10.3109/0142159X.2011.595435.
4
SPIKES-A six-step protocol for delivering bad news: application to the patient with cancer.SPIKES——传达坏消息的六步协议：应用于癌症患者
Oncologist. 2000;5(4):302-11. doi: 10.1634/theoncologist.5-4-302.
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