The role of role-playing in learning how to break bad news

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Published Aug 1, 2025
https://doi.org/10.62438/tunismed.v103i8.5623
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Vol. 103 No. 8 (2025): Tunis Med Aug 2025

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Asma Mensi
Gastroenterology Department, Charles Nicolle Hospital, Faculty of Medicine of Tunis, University of Tunis-Manar, Tunis, Tunisia
Neirouz Ghannouchi
Department of Internal Medicine, Farhat Hached Hospital, Sousse, Faculty of Medicine of Sousse, University of Sousse, Sousse, Tunisia
Emna Bel Haj Mabrouk
Gastroenterology Department, Charles Nicolle Hospital, Faculty of Medicine of Tunis, University of Tunis-Manar, Tunis, Tunisia
Nouha Trad
Gastroenterology Department, Charles Nicolle Hospital, Faculty of Medicine of Tunis, University of Tunis-Manar, Tunis, Tunisia
Shema Ayadi
Gastroenterology Department, Charles Nicolle Hospital, Faculty of Medicine of Tunis, University of Tunis-Manar, Tunis, Tunisia
Radhouene Debbeche
Gastroenterology Department, Charles Nicolle Hospital, Faculty of Medicine of Tunis, University of Tunis-Manar, Tunis, Tunisia

Abstract

Introduction: Role-playing are a subtype of simulation aimed at improving non-technical skills, such as delivering a cancer diagnosis. The use of this pedagogical method in teaching bad news delivery has been growing in recent years. However, data, particularly from Tunisia, on this topic are limited.


Aim: To evaluate learners' perceptions of the usefulness of role-playing in delivering cancer diagnoses.


Methods: We conducted a descriptive, cross-sectional study between January and October 2024. We included 4th-year medical students who had completed their gastroenterology rotations at Charles Nicolle Hospital. For each group, we conducted a role-playing session. A questionnaire was distributed to learners before and after the role-playing session to assess whether there was a change in students' opinions.


Results: We collected data from 61 students. According to the students, the most crucial step for successfully delivering a diagnosis was training doctors in delivering news about serious illnesses. Nearly half of the students (n=34) reported having difficulty communicating with patients or their families. All learners were convinced that simulation plays a major role in medical practice and medical education. Additionally, all students agreed that role-playing sessions are highly suitable for teaching the delivery of bad news, particularly cancer diagnoses. Participation in role-playing sessions allows doctors to understand patients better. The learners' responses before and after the role-playing session were comparable.


Conclusion: Role-playing is a highly effective active learning method for teaching cancer diagnosis delivery. It helps learners approach reality more closely and acquire communication skills with patients and their families.

Keywords:

Role playing, bad news, learning

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