A Student-Initiated Elective on End-of-Life Care: A Unique Perspective

Abstract

Traditionally, curriculum change is a faculty responsibility. However, a first-year medical student, inspired by previous interactions with cancer patients and disillusioned with her education on the physician's role at the end of life, successfully initiated and sustained an end-of-life curriculum change. This article briefly describes the Preceptorship on End of Life Care and then shifts focus to five key dilemmas associated with student-led curriculum change. These dilemmas include articulating the benefits of student-initiated curriculum change, securing resources for curriculum change, the use of peer versus faculty facilitators, determining whether to create an elective or required curriculum, when to offer the course, and how to transition to new student leadership. Recommendations for students/residents seeking to initiate curriculum change are provided, highlighting the need for a collaborative approach of faculty, community affiliates, and students for sustained success.

Elective courses for medical students during the preclinical curriculum: a systematic review and evaluation

“…We identified five articles describing electives in the humanities (Supplementary Tables 6 and 7). Two electives focused on end-of-life care ( 27 , 28 ). Three of the humanities electives focused on creative writing & literature ( 29 – 31 ).…”

“…Several of the electives discussed were student-initiated, ranging from reproductive health to student skills; however, there were no student-initiated procedural-based electives. Two of the electives, in end-of-life care and student skills, specifically identified students as actively involved in teacher roles ( 25 , 27 ). Participants in the student skills elective specifically stated that they appreciated having a peer as the facilitator.…”

Teaching Palliative Care in a Free Clinic:A Brazilian Experience

“…Students learned that when doctors act with goodwill, humility, compassion, and honesty, patients and their families always benefit (Taylor et al, 2003). Residents learned that family physicians need skills in palliative care since they frequently encounter dying patients.…”

Culture and End-of-Life Care

“…The implementation of end-of-life curriculum in medical schools and residency programs would provide physicians with the opportunity to explore their own feelings regarding death and dying. 20,[22][23][24] A few physicians expressed concern regarding the end-of-life curriculum in international medical schools. The alignment of medical school curriculum to address the disparities identified by the physicians would provide uniformity within the profession.…”