'I see you're angry': actor-reported anger scores

The Clinical Teacher
James FisherEleanor Grogan

Abstract

Teaching communication skills using role-play addresses an important learning need for medical students, with the debriefing process being central to the learning that occurs. In this work we examine the feasibility of using actor-reported 'anger scores', during a challenging communication scenario, as a tool to stimulate debriefing. This teaching session was delivered to 10 groups of final-year MBBS (Bachelor of Medicine and Bachelor of Surgery) students at Newcastle University. One student from each group took on the role of the foundation year 1 (F1) doctor and had 10 minutes to talk to an angry relative (actor), who was unhappy with the care her mother had received. During the scenario the actor recorded her level of anger on a 10-point Likert scale (1, 'no anger'; 10, 'extreme anger') at 1-minute intervals. Once the scenario was complete, the in-room tutor graphically presented these scores against time. During debriefing, students were asked to examine the graph produced: fluctuations in anger levels were identified, discussion was held regarding possible precipitants for the changes seen and strategies were developed for tackling future such incidents. Examples of graphs produced during the session are presented, includi...Continue Reading

References

Feb 19, 2005·BMJ : British Medical Journal·Jane KiddYvonne Carter
Sep 3, 2008·Medical Education·Martin von FragsteinUNKNOWN UK Council for Clinical Communication Skills Teaching in Undergraduate Medical Education
Jul 1, 2007·Simulation in Healthcare : Journal of the Society for Simulation in Healthcare·Ruth M Fanning, David M Gaba
Jan 27, 2010·Academic Medicine : Journal of the Association of American Medical Colleges·Vicki R LeBlanc
Jun 10, 2011·Journal of Palliative Medicine·Vicki A Jackson, Anthony L Back
Sep 22, 2012·The Clinical Teacher·Ashley DennisGozde Ozakinci

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