Research on doctor‐patient communication teaching for oncology residents: a new teaching model

Abstract Background At present, there is no specific teaching method for doctor‐patient communication for oncology residents. This study combined BOPPPS (bridge‐in, learning objective, pretest, participatory learning, posttest, and summary) teaching model and SBAR (situation‐background‐assessment‐recommendation) communication model to try a new teaching and assessment model of doctor‐patient communication, aiming to explore and improve the teaching method of doctor‐patient communication for oncology residents. Methods Ninety residents were randomly divided into two groups: the experimental group ( n = 45) was trained with the BOPPPS teaching model combined with the SBAR communication model, the routine teaching method was adopted in the control group ( n = 45). Indicators of assessment included doctor‐patient communication skills, satisfaction with teaching, and patient satisfaction. Results The scores for doctor‐patient communication ability were significantly better in experimental group than control group ( p < 0.05). The degree of satisfaction degree (very satisfied + satisfied) of the experimental group were higher than control group ( p < 0.05). The overall teaching satisfaction of the experimental group was 100.00%, the control group was 77.78%, p < 0.001. Patients' satisfaction with the residents in the experimental group (93.3%) was significantly higher than control group (80.0%), p = 0.043. Conclusion The application of the BOPPPS combined with the SBAR can effectively enhance residents’ doctor‐patient communication ability and improve teaching satisfaction and patient satisfaction. This new model can effectively improve resident physician‒patient communication ability, which is worth actively promoting in clinical teaching work.