A 40-Year History of End-of-Life Offerings in US Medical Schools: 1975-2015

Dickinson, George E.

doi:10.1177/1049909116638071

Cited by 27 publications

(18 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This does not appear to be unique to the UK. In 2000, a survey of US medical schools demonstrated that 100% of undergraduate courses incorporated education pertaining to death and dying,40 with 27% of schools offering a separate ‘death and dying’ course by 2005 41. Despite this, there remains no standardised undergraduate curricula to guide this teaching, which still takes the form of preclinical lectures 40.…”

Section: Discussionmentioning

confidence: 99%

“…Despite this, there remains no standardised undergraduate curricula to guide this teaching, which still takes the form of preclinical lectures 40. Furthermore the number of hours dedicated to such teaching has remained unchanged since 2000 41. The importance of experiential learning in providing students with opportunities to put their skills into practice is emphasised, particularly in the context of the ‘millennial medical student’, who is typically seen to be practical in nature 42.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Medical student confidence in care of the dying and their family: a systematic review

Wells

Youssef

Winter

et al. 2020

BMJ Support Palliat Care

View full text Add to dashboard Cite

BackgroundThe General Medical Council expects medical graduates to care for dying patients with skill, clinical judgement and compassion. UK surveys continually demonstrate low confidence and increasing distress amongst junior doctors when providing care to the dying.AimThis systematic review aims to determine what has been evidenced within worldwide literature regarding medical undergraduate confidence to care for dying patients.DesignA systematic electronic search was undertaken. Data extraction included measurements of baseline confidence, associated assessment tools and details of applied educational interventions. Pre/postintervention confidence comparisons were made. Factors influencing confidence levels were explored.Data sourcesMEDLINE, CINAHL, EMBASE, ISI Web of Science, ERIC, PsycINFO, British Education Index and Cochrane Review databases were accessed, with no restrictions on publication year. Eligible studies included the terms ‘medical student’, ‘confidence’ and ‘dying’, alongside appropriate MeSH headings. Study quality was assessed using the Mixed Methods Appraisal Tool.ResultsFifteen eligible studies were included, demonstrating a diversity of assessment tools. Student confidence was low in provision of symptom management, family support, and psycho-spiritual support to dying patients. Eight interventional studies demonstrated increased postinterventional confidence. Lack of undergraduate exposure to dying patients and lack of structure within undergraduate palliative care curricula were cited as factors responsible for low confidence.ConclusionThis review clarifies the objective documentation of medical undergraduate confidence to care for the dying. Identifying where teaching fails to prepare graduates for realities in clinical practice will help inform future undergraduate palliative care curriculum planning.PROSPERO registration numberCRD42019119057.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Medical student confidence in care of the dying and their family: a systematic review

Wells

Youssef

Winter

et al. 2020

BMJ Support Palliat Care

View full text Add to dashboard Cite

show abstract

“…However, Centeno and Rodrigues Núñez [29] reported the weakness of studies in medical education and a rmed the need to better structure education to promote medical but favourable attitudes towards end-of-life care. In the United States, PC education has been taking place for over fourth years, with variation among medical schools and it is estimated that over 90% of students were affected by the content [24,30].…”

Section: Discussionmentioning

confidence: 99%

Validation of the Palliative Competency Tool: An Instrument To Qualify Medical Education (Validation of Palliative Competency Tool)

Guirro

Corradi-Perini

Siqueira

2020

Preprint

View full text Add to dashboard Cite

Introduction: It is necessary to determine which competencies in Palliative Care (PC) have been acquired and which ones need to be improved. The aim was to develop and validate an instrument to assess the acquisition of competencies in PC care among medical students denominated Palliative Competency Tool (Pallicomp).Materials and methods: It were consisted of developing statements based on the competencies as described by the European Association for Palliative Care. The content was validated by experts, respecting the Delphi methodology. The instrument was applied to a group of medical students (n=71) enrolled at the final of 8th semester and statically validated.Results: Of the 30 questions developed, 24 were refined and approved by experts. The tool was applied to 71 medical students, only 12.7% had excellent performance and four out of ten competencies were underperformed. The statistical validation consisted of Bartlett's sphericity test, which showed adequate correlation for factor analysis (p <0.001); the Kaiser-Meyer-Olkin test for sample adequacy (0.7), and Conbach's alpha coefficient for the internal consistency (α = 0.7).Conclusions: Can be concluded that it was possible to construct and validate Palliative Competency Tool (PalliComp), an instrument of qualification of competencies acquisition of PC.

show abstract

“…Medical students with more exposure to EOL care have more positive attitudes toward and feel better prepared to provide such care require that EOL care is taught as part of the core medical education curriculum (1)(2)(3)(4). Consequently, medical schools in the United States and Europe have included EOL care in their basic medical education curricula (5)(6)(7)(8). Furthermore, a study of final-year medical students in Britain and the United States https://doi.org/10.14475/kjhpc.2019.…”

Section: Introductionmentioning

confidence: 99%

Do Korean Medical Schools Provide Adequate End-of-Life Care Education? A Nationwide Survey of the Republic of Korea’s End-of-Life Care Curricula

Kim

Shin

et al. 2019

Korean J Hosp Palliat Care

View full text Add to dashboard Cite

Purpose: Physician competency in end-of-life (EOL) care is becoming increasingly important. This study investigated the EOL care curricula in Korean medical schools. Methods: Questionnaires were issued to the faculty members responsible for the EOL care curricula at each of the medical schools. These included questions on the structure and content of the curricula, teaching methods, and faculty members' attitudes to the curricula. Results: Characteristics of the EOL care curricula were compiled from 27 (66%) of the 41 medical schools. All of the medical schools taught essential aspects of the EOL care curriculum either as a separate course or embedded within other medical education courses. The mean time spent on EOL care teaching was 10 hrs (range, 2~32 hrs). The most frequently taught topics were delivering bad news (100%) and symptom management (74%). When the palliative care education assessment tool (PEAT) was used to evaluate the curricula, a median of 11 PEAT objectives was met (range, 2~26; maximum, 83). More than two teaching methods were used in most of the curricula. However, lectures were the only teaching method used by three medical schools. 78% of faculty members who were responsible for curriculum reported dissatisfaction with it, whereas 18% believed that the time allotted to it was adequate. Only 7% of these faculty members believed that their students were adequately prepared to practice EOL care. Conclusion: There is a need to improve EOL care education in basic medical curricula and to take a more systematic approach to achieving learning outcomes.

show abstract

A 40-Year History of End-of-Life Offerings in US Medical Schools: 1975-2015

Cited by 27 publications

References 21 publications

Medical student confidence in care of the dying and their family: a systematic review

Medical student confidence in care of the dying and their family: a systematic review

Validation of the Palliative Competency Tool: An Instrument To Qualify Medical Education (Validation of Palliative Competency Tool)

Do Korean Medical Schools Provide Adequate End-of-Life Care Education? A Nationwide Survey of the Republic of Korea’s End-of-Life Care Curricula

Contact Info

Product

Resources

About