Evaluation of a Palliative Care Longitudinal Curriculum for Medical Students Using the Context-Input-Process-Product Model

Abstract

Palliative care (PC) longitudinal curricula are increasingly being recognized as important in Undergraduate Medical Education (UME). They are however, not yet commonplace, and where they do exist may be implemented without a systematic, prospective approach to curriculum evaluation. This paper describes an implementation of a new longitudinal curriculum at the Perelman School of Medicine (PSOM) at the University of Pennsylvania. We used the Context Input Process Product (CIPP) model, a holistic evaluation model, to assess the local environment, design the curriculum, guide the improvement process, and evaluate outcomes. Comprehensive models such as CIPP provide a more robust approach to curriculum evaluation than outcomes-only models and may be of use to other programs who are implementing new curricula or improving upon existing programs.

Navigating end-of-life decision-making in nursing: a systematic review of ethical challenges and palliative care practices

“…These findings emphasize the importance of comprehensive educational initiatives, organizational support systems, and the fostering of collaborative, interdisciplinary approaches to equip nurses with the necessary competencies and coping mechanisms to navigate the ethical complexities of end-of-life care [ 85 ]. Furthermore, the studies suggest the need for longitudinal research to evaluate the impact of standardized training programs, organizational changes, and multidisciplinary interventions in enhancing ethical decision-making and palliative care practices across diverse healthcare settings [ 86 , 87 ].…”