Table 4 Characteristics of good support
From: Learning and coping through reflection: exploring patient death experiences of medical students
Characteristics | Examples | Quotations |
|---|---|---|
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) |