Enhancing compassionate communication
Comparing lecture and simulation training in breaking bad news training
Bibliographic Data
| ID | 22424316 |
|---|---|
| Authors | Asma Alghzawi (0009-0000-7568-7255), Asma O Alghzawi (University of Jordan, corresponding author), Lana Alhalaseh (0000-0001-7114-1407, University of Jordan), Suha Khalifa (University of Jordan), Rahaf Qudah (University of Jordan), Abd-Arrahman Saleh (University of Jordan), Maram Okour (University of Jordan), Eman Arabas, Eman Mohammad Arabas (0000-0002-7415-6484, University of Jordan), Salwa Samhouri (University of Jordan) |
| Year | 2026 |
| Volume | 26 |
| Issue | 1 |
| Publication date | 2026-03-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | BMC Medical Education (JOURNAL) |
| Journal identifiers | ISSN: 1472-6920 • E-ISSN: 1472-6920 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1186/s12909-026-09034-9 |
| PMID | 41845359 |
| OpenAlex | W7137987479 |
| Language | EN |
| References cited | 32 |
BACKGROUND: Delivering bad news is a fundamental communication skill in clinical practice, with direct implications for patient satisfaction, adherence, and clinical outcomes. While lecture-based teaching builds essential theoretical knowledge, simulation-based training is increasingly valued for its potential to enhance practical communication skills, including empathy, confidence, and responsiveness to patient emotions. This study explores differences in self-reported outcomes following two instructional approaches delivered at different stages of undergraduate medical training. METHODS: A quasi-experimental pre-test/post-test study was conducted at the University of Jordan with 267 medical students. Participants included 129 fifth-year students who received a lecture-based session and 138 sixth-year students who participated in simulation-based role-play. Academic year was inherently linked to instructional approach. All students completed structured self-administered questionnaires before and after the sessions assessing perceived knowledge, self-rated competence, comfort, and emotional communication domains. Paired-sample and independent-sample t-tests were used to examine within-group changes and exploratory between-group differences. RESULTS: Both groups demonstrated statistically significant improvements in self-reported knowledge, competence, and comfort with BBN delivery (p < 0.001). The simulation group reported greater perceived gains in empathy (p = 0.042), recognition of emotional reactions (p = 0.005), and confidence in responding to emotional cues during difficult conversations (p < 0.001). Simulation participants also reported higher satisfaction and were more likely to recommend the training to peers. CONCLUSIONS: Both lecture-based and simulation-based approaches were associated with improvements in students’ self-reported knowledge and comfort in delivering bad news. Simulation-based training was associated with higher perceived gains in emotional and interpersonal communication domains. These findings suggest that experiential approaches such as role-play may enhance perceived readiness in emotionally complex clinical communication.
Anxiety · Communication skills · Communication skills training · Compassion · Empathy · Experiential learning · Interpersonal communication · Empathy and Medical Education · Innovations in Medical Education · Patient-Provider Communication in Healthcare
Internet-Based Learning in the Health Professions
Features and uses of high-fidelity medical simulations that lead to effective learning
SPIKES—A Six-Step Protocol for Delivering Bad News
The impact of simulation-based training in medical education
Reliability estimation in a multilevel confirmatory factor analysis framework.
Experiential learning – a systematic review and revision of Kolb’s model
Impact of Simulation-Based and Flipped Classroom Learning on Self-Perceived Clinical Skills Compared to Traditional Training
| Citation velocity | historical |
|---|---|
| Highly cited | No |