Curricular Innovations for Medical Students in Palliative and End-of-Life Care: A Systematic Review and Assessment of Study Quality

DeCoste-Lopez, Jennifer; Madhok, Jai; Harman, Stephanie

doi:10.1089/jpm.2014.0270

Cited by 46 publications

(44 citation statements)

References 58 publications

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“…However, of the 10 primary studies identified, the majority provided experimental and quasi‐experimental evidence, ranging in methodological quality from moderate to high ( M = 13.3 of 18 points) with high inter‐rater reliability. In comparison, other reviews of medical education literature have reported lower mean MERSQI scores of 9.9 (DeCoste‐Lopez et al, ) over 38 studies.…”

Section: Discussionmentioning

confidence: 71%

Locating “gold standard” evidence for simulation as a substitute for clinical practice in prelicensure health professional education: A systematic review

Bogossian

Cant

Ballard

et al. 2019

Journal of Clinical Nursing

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Aims and objectives To extract, examine and report the highest available levels of evidence from healthcare disciplines in the use of simulation‐based education as substitution for clinical placement in prelicensure programmes. Background Simulation is widely employed across prelicensure health professional education to create safe, realistic clinical learning experiences for students. Whether simulation can be employed to substitute for actual clinical placement, and if so, in what proportion, replacement ratio and duration, is unclear. Methods A systematic review and quality appraisal of primary studies related to prelicensure students in all health disciplines, guided by the PRISMA checklist. Results Ten primary studies were included, representing 2,370 students from three health disciplines in four countries. Nine studies were experimental and quasi‐experimental and methodological quality was assessed as moderate to high with good to very good inter‐rater agreement. Direct substitution of simulation for clinical practice ranged from 5% to 50%. With one exception, replacement ratios were 1:1 and duration of replacement ranged from 21 hr–2 years. Levels of evaluation included measures of reaction, knowledge and behaviour transfer; no negative outcomes were reported. We appraised practicalities for design of substitution, design limitations and knowledge transfer to accreditation standards for prelicensure programmes. Conclusions This review synthesised highest levels and quality of available evidence for substitution of simulation for clinical placement in health professional education. Included studies were heterogenous in simulation interventions (proportion, ratio and duration) and in the evaluation of outcomes. Future studies should incorporate standardised simulation curricula, widen the health professions represented and strengthen experimental designs. Relevance to clinical practice Current evidence for clinical educational preparation does not appear to be translated into programme accreditation standards governing clinical practice experience for prelicensure programmes in relevant jurisdictions. Overall, a stronger evidence base is necessary to inform future curricula and policy development, to strengthen clinical practice in health.

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Section: Discussionmentioning

confidence: 71%

Locating “gold standard” evidence for simulation as a substitute for clinical practice in prelicensure health professional education: A systematic review

Bogossian

Cant

Ballard

et al. 2019

Journal of Clinical Nursing

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“…A recent systematic review by DeCoste-Lopez et al revealed a similar variation in the length and contents of PM education around the world, including reports from Europe. Notably, many of the curricula were not described in enough detail to achieve even basic information about the palliative care topics covered [20]. Our study shows that the curriculum in PM at the University of Tampere is compliant with the recommendations made by the EAPC.…”

Section: Discussionmentioning

confidence: 77%

“…Many medical schools report teaching PM, but the exact content of this education is either unknown or differs markedly [9, 18, 20]. In the medical schools of the USA, education in PM ranges from 2 hours of lecturing to weeks of patient contacts and clinical training [11].…”

Section: Discussionmentioning

confidence: 99%

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Undergraduate curriculum in palliative medicine at Tampere University increases students’ knowledge

et al. 2017

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BackgroundEducation in palliative medicine (PM) at medical schools reveals wide variation despite the increasing importance of palliative care. Many universities present poor description of the benefits and detailed content of the total curriculum in PM. Using the recommendations of European Association for Palliative Care (EAPC) as a reference, we evaluated the content and outcomes of the curriculum in PM at the University of Tampere, Finland.MethodsWe searched for a PM curriculum by examining the teaching offered by every specialty and compared it to EAPC recommendations. Students’ knowledge was evaluated using a progress test over three consecutive years.ResultsWe found 53.5 teaching hours addressing PM issues, which exceeds the recommendation of the EAPC. Basics, symptom management, ethics, and communication skills were well established, while education in psychosocial/spiritual aspects, teamwork and self-reflection failed to reach the recommendations. Out of the maximum of 4.0, the progress test mean scores in PM among the third, fourth, fifth and sixth year students were 0.1 (SD 0.71), 0.69 (SD 1.28), 1.38 (SD 1.46) and 2.53 (SD 1.26), respectively (p < 0.001). This growing knowledge was associated with the timely increase in teaching provided through the PM discipline. In addition, the students who completed the optional PM course achieved better mean scores (2.66; SD 1.27) than the others (1.33; SD 1.43) (p < 0.001).ConclusionsThe curriculum in PM at the University of Tampere is integrated into the teaching of many disciplines and complied well with the EAPC recommendations. This education led to increasing knowledge in PM among medical students.

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“…Palliative care is becoming more and more important in medical education and the number of European countries with palliative care training for medical students is rising [1,2]. Since 2013 medical faculties in Germany face the challenge and formal obligation to teach and assess palliative care learning objectives within the medical curriculum.…”

Section: Introductionmentioning

confidence: 99%

A Pilot Study on Undergraduate Palliative Care Education – A Study on Changes in Knowledge, Attitudes and Self-Perception

Karger¹,

Scherg²,

Schmitz³

et al. 2015

J Palliat Care Med

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Curricular Innovations for Medical Students in Palliative and End-of-Life Care: A Systematic Review and Assessment of Study Quality

Cited by 46 publications

References 58 publications

Locating “gold standard” evidence for simulation as a substitute for clinical practice in prelicensure health professional education: A systematic review

Locating “gold standard” evidence for simulation as a substitute for clinical practice in prelicensure health professional education: A systematic review

Undergraduate curriculum in palliative medicine at Tampere University increases students’ knowledge

A Pilot Study on Undergraduate Palliative Care Education – A Study on Changes in Knowledge, Attitudes and Self-Perception

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