|Be structured||• A periodic group meeting (can be non-compulsory)|
• Clinical skill sessions
|“A monthly group meeting between students and peers, seniors like year 5 and FYs [foundation doctors]. This could help them address this experience and have them talk it out among others” (student no. 6).|
|Be active||• Approach the student to check if they are ok||“Some medical students may not ask for support even though they are feeling like they need it” (student no. 6).|
|Be sensitive||• Be welcoming and understanding, especially for those who are having early experiences with patient death||“Be sensitive to medical students’ emotions. Be there to listen when they want to talk or share a story about the person that [has] gone. [Keeping] them in the present [is] a subtle reminder that we have to live the life we have now”|
(student no. 5).
|Embrace peer and near-peer support||• A discussion about patient death between 4th, 5th year medical students and foundation doctors||“More peer support from [medical] students and FYs. I think a 4th year medical student witnessing patient death may want to talk to someone, but would not be comfortable speaking to a senior staff member”|
(student no. 4)