Teaching Medical Students How to Break Bad News Using a Students' Activity: The Role of Mentored Peer Experience

Abstract

Abstract Objectives: Peer learning is a well-known teaching approach that involves students learning from one another. It might be done in a variety of settings, including a student activity (SA). SA is carried out under the guidance of supportive supervisors. It enhances students' confidence and inventiveness as well as achieving learning goals. This study used a structured questionnaire to evaluate the use of the SA as a teaching/learning tool for breaking bad news (BBN) among medical students. Results: Fourth-year medical students were surveyed pre-and post- BBN SA. A total of 132 and 101 students completed the pre- and post-SA questionnaires, respectively. In the pre-SA and post-SA groups, the average age of the respondents was 21.1±1.6 and 21.1±1.7 years, respectively. Females made up 72.7 % of the pre-SA group and 82.7 % of the post-SA group, respectively. With comparing students’ responses post-SA to the pre-SA ones, there was a statistically significant difference in students' perceptions of their competence to break bad news and the perceived requirement to be well trained on BBN. In a post-SA survey, 28.6 % and 27.3 %, respectively, found SA beneficial and pleasant.