TY - JOUR
T1 - Griev_ing
T2 - Death notification skills and applications for fourth-year medical students
AU - Hobgood, Cherri D.
AU - Tamayo-Sarver, Joshua H.
AU - Hollar, David W.
AU - Hollar, David W.
AU - Sawning, Susan
N1 - Funding Information:
Dr. Tamayo-Sarver is supported by the Agency for Health Care Research and Quality Training Grant HS-00059-06 and the Dual Degree Program in Medicine and Health Services Research at Case Western Reserve University.
PY - 2009/7
Y1 - 2009/7
N2 - Background and Purpose: 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. Methods: 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. Results: 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. Conclusions: 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.
AB - Background and Purpose: 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. Methods: 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. Results: 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. Conclusions: 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.
UR - http://www.scopus.com/inward/record.url?scp=70449597702&partnerID=8YFLogxK
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U2 - 10.1080/10401330903018450
DO - 10.1080/10401330903018450
M3 - Article
C2 - 20183340
AN - SCOPUS:70449597702
SN - 1040-1334
VL - 21
SP - 207
EP - 219
JO - Teaching and Learning in Medicine
JF - Teaching and Learning in Medicine
IS - 3
ER -