Interprofessional collaboration between health professional learners when breaking bad news: a scoping review of teaching approaches.

Objective: The objective of this scoping review was to examine teaching approaches used to teach interprofessional health professional learners how to break bad news collaboratively.

Introduction: When breaking bad news, health professionals must be equipped to deliver it skillfully and collaboratively; however, the literature shows that this skill receives little attention in program curricula. Consequently, health professionals can feel inadequately prepared to deliver bad news, which may lead to increased burnout, distress, and compassion fatigue.

How an Arts-Based Clinical Skills Set Can Be Assessed During OSCEs.

Background: Arts-based activities' roles in medical education is to challenge students to cultivate clinical skills using ART (aesthetics, reflection, time). ART activities offer opportunities for students to cultivate creative dimensions of their clinical skills and to reflect on their responses to uncertainty and ambiguity. Faculty, however, are challenged to structure these learning activities in diverse, sometimes unfamiliar, health care settings.

Diversity and inclusion in simulation: addressing ethical and psychological safety concerns when working with simulated participants.

Healthcare learners can gain necessary experience working with diverse and priority communities through human simulation. In this context, simulated participants (SPs) may be recruited for specific roles because of their appearance, lived experience or identity. Although one of the benefits of simulation is providing learners with practice where the risk of causing harm to patients in the clinical setting is reduced, simulation shifts the potential harm from real patients to SPs.

Interprofessional collaboration between health professional learners when breaking bad news: a scoping review protocol.

Objective: The objective of this scoping review is to examine pedagogies used to teach interprofessional health learners how to break bad news collaboratively.

Introduction: Breaking bad news is a skill health care professionals must be equipped to deliver well, yet literature shows that this skill receives little attention in program curricula. Consequently, health care professionals feel inadequately prepared to deliver bad news, leading to greater burnout, distress, and fatigue.