The hidden curriculum of breaking bad news: Identification of three dimensions and four communication patterns

Abstract

ObjectivesTo explore students' observations in the hidden curriculum of physicians' breaking bad news interactions and identify dimensions and patterns within them. MethodsWe qualitatively analyzed 156 written narrative descriptions of bad news encounters in the clinics written by senior medical students. ResultsThe analysis identified three dimensions within the encounters: providing information, dealing with emotions, and discussing treatment plans. These dimensions were observed in different proportions, identifying four communication patterns. Half of the encounters focused solely on presenting a treatment plan. Within them, the news was communicated abruptly while neglecting to share information or address emotions. ConclusionsCompared to the main literature on breaking bad news that focuses on two dimensions—the present study identified a third, prominent dimension—discussing the treatment plan. Half of the hidden curriculum experiences contradict the taught protocol, paying little/no attention to emotion and information. Practice implicationsWhen teaching breaking bad news, it is essential to address the day-to-day practices students' observe. Students exposed to these encounters might misinterpret the physician's reliance on a single dimension as best practice. To mitigate this and help recognize their and others' tendency to focus primarily or solely on one dimension, we suggest a simple reflective prompt.