Novel, multimodal, simulation practice with evolving case scenario for teaching familial communications in undergraduate medical training.
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| Title: | Novel, multimodal, simulation practice with evolving case scenario for teaching familial communications in undergraduate medical training. |
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| Authors: | Ng, Isaac K. S.1,2 (AUTHOR), Goh, Wilson G. W.2,3 (AUTHOR), Tan, Li Feng2,4 (AUTHOR), Teo, Desmond B.2,5,6 (AUTHOR), Toh, Ann2,7,8 (AUTHOR), Ngiam, Nicola2,9 (AUTHOR) paensp@nus.edu.sg |
| Source: | Medical Teacher. Nov2025, Vol. 47 Issue 11, p1742-1744. 3p. |
| Subject Terms: | *Medical education, *Undergraduates, *Educational outcomes, *Health occupations students, *Teaching methods, *Family relations, *Simulation methods in education, *Medical students, *Communication education, *Learning strategies, *Critical thinking |
| Abstract: | What was the educational challenge? There is a growing recognition of the importance of familial involvement in patient care. In Asian societies, communications with patients' families for routine medical updates and shared decision-making are considered part-and-parcel of clinical practice. Yet, training in familial communications has remained, by and far, a neglected aspect of conventional communications skills training in the medical curriculum, despite distinctive nuances in the communications approach. What was the solution? We developed a novel, multimodal simulation-based course to teaching final-year medical students on communications with patients' families, involving pre-simulation frontloading didactic lecture, hands-on simulated practice with standardised patients using an evolving/unfolding case scenario, and post-activity reflections. What lessons were learned that are relevant to a wider global audience? Blended learning with didactic core content frontloading, followed by clinical scenario-based simulated practice with standardised patients is a useful pedagogical modality for teaching familial communications in undergraduate medical education. Specifically, the use of an unfolding case vignette injects realism and variability in simulation practice that assesses candidates' adaptability and critical thinking, as well as help them appreciate how preceding interactions can influence the nature of subsequent familial communications. What are the next steps? We plan to optimise our familial communications training program based on received student feedback and after-action review from our first cycle of implementation. For subsequent iterations, we aim to perform pre- and post-activity surveys and objective assessments to determine the efficacy of this programme in improving students' knowledge and confidence in familial communications. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | What was the educational challenge? There is a growing recognition of the importance of familial involvement in patient care. In Asian societies, communications with patients' families for routine medical updates and shared decision-making are considered part-and-parcel of clinical practice. Yet, training in familial communications has remained, by and far, a neglected aspect of conventional communications skills training in the medical curriculum, despite distinctive nuances in the communications approach. What was the solution? We developed a novel, multimodal simulation-based course to teaching final-year medical students on communications with patients' families, involving pre-simulation frontloading didactic lecture, hands-on simulated practice with standardised patients using an evolving/unfolding case scenario, and post-activity reflections. What lessons were learned that are relevant to a wider global audience? Blended learning with didactic core content frontloading, followed by clinical scenario-based simulated practice with standardised patients is a useful pedagogical modality for teaching familial communications in undergraduate medical education. Specifically, the use of an unfolding case vignette injects realism and variability in simulation practice that assesses candidates' adaptability and critical thinking, as well as help them appreciate how preceding interactions can influence the nature of subsequent familial communications. What are the next steps? We plan to optimise our familial communications training program based on received student feedback and after-action review from our first cycle of implementation. For subsequent iterations, we aim to perform pre- and post-activity surveys and objective assessments to determine the efficacy of this programme in improving students' knowledge and confidence in familial communications. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0142159X |
| DOI: | 10.1080/0142159X.2025.2473602 |
