Education in end-of-life care during medical school and residency training

Barzansky, Barbara; Veloski, J. Jon; Miller, R.; Jonas, Harry S.

doi:10.1097/00001888-199910000-00054

Cited by 62 publications

(23 citation statements)

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“…11 The American Medical Association has developed Education for Physicians on End-of-Life Care (EPEC), a flexible program with a series of modules addressing end-of-life issues. 12,13 However, with escalating medical acuity and fiscal pressures, the teaching and supervision of end-of-life care for trainees in academic medical centers may continue to be deficient. As William Osler stated, "Medicine is learned at the bedside and not in the classroom."…”

Section: Introductionmentioning

confidence: 99%

Medical Residents' Perceptions of End-of-Life Care Training in a Large Urban Teaching Hospital

Schwartz

Goulet

Gorski

et al. 2003

Journal of Palliative Medicine

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Section: Introductionmentioning

confidence: 99%

Medical Residents' Perceptions of End-of-Life Care Training in a Large Urban Teaching Hospital

Schwartz

Goulet

Gorski

et al. 2003

Journal of Palliative Medicine

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“…[2][3][4][5][6][7][8][9][10][11]36 End-of-life training requirements promulgated by the ACGME are still limited to the specialties of internal medicine, neurology, geriatrics, and hematology-oncology. 36 It is recommended that educational experiences in palliative and end-of-life care be incorporated into all residency training programs and specialties involving interaction with dying patients to address deficiencies in these areas, and to ensure excellent care for patients with life-threatening diseases.…”

Section: Discussionmentioning

confidence: 99%

“…[1][2][3][4][5][6] The SUPPORT study documented significant gaps in communication between physicians and patients, pain management and decisions for end-of-life care in almost 10,000 hospitalized patients with one or more life threatening diagnoses. 1 Postgraduate physician trainees feel inadequately prepared to care for the dying, 7 and lack basic skills in pain and nonpain symptom assessment and management, end-of-life communication, psychosocial care and spiritual support and bereavement care for patients and their families.…”

Section: Introductionmentioning

confidence: 99%

Palliative Care Education Integrated into a Geriatrics Rotation for Resident Physicians

Montagnini

Varkey

Duthie

2004

Journal of Palliative Medicine

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The authors present the curricular elements of a palliative care experience for internal medicine residents at the Medical College of Wisconsin (MCW) and the Zablocki Veterans Affairs Medical Center (ZVAMC), Milwaukee, Wisconsin. To improve resident physicians' knowledge and skills in palliative care, a structured clinical/educational experience was integrated into an existing required geriatrics rotation for senior medicine residents. Each month, two residents rotate simultaneously in the palliative care and the geriatrics evaluation and management units at the ZVAMC. The curricular elements of palliative care include prognostication, assessment and management of pain and nonpain symptoms in end-of-life care. The geriatrics component emphasizes mechanisms of aging, pathophysiology of common geriatric diseases, clinical pharmacology and psychosocial aspects of geriatric care. Teaching methods include direct patient care, bedside teaching rounds, lectures, and multidisciplinary and family meetings. Rotation design avoided conflicting time demands on the residents. In a prerotation/postrotation knowledge self-assessment questionnaire, residents (n = 28) indicated significant knowledge improvement in all palliative care domains taught during the experience. The rotation was well integrated into the existing curricular elements in geriatrics and palliative medicine at MCW. This combined rotation can serve as a reference for educators interested in developing new or enhancing existing palliative care training programs.

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“…Although there have been considerable advances in pain management and symptom control, research shows that palliative care is underrepresented in medical education [7][8][9][10] and general practitioners and community nurses still feel insufficiently trained for palliative care [11][12][13][14]. Several studies show the need to help GPs and community nurses to acquire and update palliative care skills [11,12,[15][16][17][18].…”

Section: Introductionmentioning

confidence: 99%