Merging Drama with Medical Education: Simulation in Learning Breaking Bad News Pre- and Post-Study

Abstract

Objective: Using simulation in medical education was introduced in the 17th century, applying different techniques. The introduction of using simulated patients (SP) was also of great importance in both learning and evaluation processes. Aims: This current study aims at assessing medical students’ perception about the use of well-trained drama students from the school of Arts in simulated session of breaking bad news encounter. Study Design: This is a per- and post-test study. Methods: 112 students were asked to fill a pre-validated questionnaire, who trained from January 2017 till the end of July 2017 pre- and post-exposure to simulated clinical encounter, where one well trained senior drama student played the role of patient, one student played the doctor who would break the bad news (BBN), debriefing before the encounter, and discussion after took place. Another validated questionnaire was distributed after the encounter, to assess the students’ experience. Statistical analysis was done using SPSS version 20. Results: Scores of all questions showed statistically significant improvement after the simulation session (p-value < 0.05). Also, students rated themselves to be more confident to break bad news after the session; they felt that the debriefing and discussions were of great value and agreed that they needed more simulation sessions in their clinical training. 95% of the students found the debriefing constructive and reflective on their learning experience, 84% found it helpful in applying the knowledge they received, and in development of their decision-making ability. Conclusion: Simulation encounter, using drama students who are well-trained in human grief reaction, making BBN learning more positive and effective, merging two faculties improved the learning experience of both medical and Drama students.