From European Association for Palliative Care Recommendations to a Blended, Standardized, Free-to-Access Undergraduate Curriculum in Palliative Medicine: The EDUPALL Project

Mason, Stephen; Ling, Julie; Stănciulescu, Liliana; Payne, Cathy; Paal, Piret; Albu, Sorin Cristian; Noguera, Antonio Vercher; Boeriu, Estera; Poroch, Vladimir; Elsner, Frank; Moşoiu, Daniela

doi:10.1089/jpm.2020.0119

Cited by 26 publications

(32 citation statements)

References 12 publications

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“…The initial curriculum design was largely based on the results of a recent, relevant survey conducted among European palliative care educators and clinicians [ 6 ]. The evaluation of the resulting training content and course modules which demonstrated performance gain on all items considered [ 7 ] as well as the assessment of palliative care education related recommendations and publications [ 8 – 11 ] and the results of previous projects on education for PD [ 12 , 13 ] led to the first version of the curriculum.…”

Section: Resultsmentioning

confidence: 99%

Education on palliative care for Parkinson patients: development of the “Best care for people with late-stage Parkinson’s disease” curriculum toolkit

et al. 2021

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Background Palliative care education among all stakeholders involved in the care of patients with late-stage Parkinson’s disease is not adequate. In fact, there are many unmet educational and training needs as confirmed with a targeted, narrative literature review. Methods To address these needs we have developed the “Best Care for People with Late-Stage Parkinson’s Disease” curriculum toolkit. The toolkit is based on recommendations and guidelines for training clinicians and other healthcare professionals involved in palliative care, educational material developed in recent research efforts for patients and caregivers with PD and consensus meetings of leading experts in the field. The final version of the proposed toolkit was drafted after an evaluation by external experts with an online survey, the feedback of which was statistically analysed with the chi-square test of independence to assess experts’ views on the relevance and importance of the topics. A sentiment analysis was also done to complement statistics and assess the experts positive and negative sentiments for the curriculum topics based on their free text feedback. Results The toolkit is compliant with Kern’s foundational framework for curriculum development, recently adapted to online learning. The statistical analysis of the online survey, aiming at toolkit evaluation from external experts (27 in total), confirms that all but one (nutrition in advanced Parkinson’s disease) topics included, as well as their objectives and content, are highly relevant and useful. Conclusions In this paper, the methods for the development of the toolkit, its stepwise evolution, as well as the toolkit implementation as a Massive Open Online Course (MOOC), are presented. The “Best Care for People with Late-Stage Parkinson’ s disease” curriculum toolkit can provide high-quality and equitable education, delivered by an interdisciplinary team of educators. The toolkit can improve communication about palliative care in neurological conditions at international and multidisciplinary level. It can also offer continuing medical education for healthcare providers.

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Section: Resultsmentioning

confidence: 99%

Education on palliative care for Parkinson patients: development of the “Best care for people with late-stage Parkinson’s disease” curriculum toolkit

et al. 2021

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“…It is also vital that students put their classroom learning into practice by seeing patients with PC needs in hospital and community settings [ 25 ]. Studies suggest that PC education is more meaningful within the context of clinical training [ 25 , 34 ]. Though not all medical schools can offer clinical placements in dedicated PC units, medical students participate in the care of patients with serious illness during the majority of their clinical rotations.…”

Section: Discussionmentioning

confidence: 99%

“…Several international frameworks of essential PC competencies exist for undergraduate education. While they differ in curricular components, common domains include communication with patients and families facing serious illness, principles of palliative and end-of-life care, pain and symptom management, clinical assessment of patients at the end-of-life, addressing psychological and spiritual needs, interdisciplinary teamwork, and self-care [ 21 , 33 , 34 , 36 ]. For example, the EDUPALL project, developed by the European Association for Palliative Care (EAPC), is a blended, standardized undergraduate PC curriculum that is freely available online [ 34 ].…”

Section: Discussionmentioning

confidence: 99%

Medical student experiences and perceptions of palliative care in a middle eastern country

et al. 2022

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Introduction Teaching in palliative care (PC) is an important component of medical education. Yet, studies in many countries document a fragmented and inconsistent approach to PC teaching. The goal of this study is to assess PC education, experience, and comfort levels in providing end-of-life care in recently graduated medical students. Methods A survey was distributed to medical student applicants to residency programs at a large academic medical center in the United Arab Emirates. Descriptive statistics were used to tabulate variable frequencies. Results Of 226 surveys, 183 were completed (80.7% response). Over half of respondents (104/183, 56.8%) did not receive any formal PC education or training in medical school. General introduction to PC (64%), pain management (68%), and non-pain symptom management (56%) were the most common topics. Only 13% (24/183) of medical students participated in PC rotations. Only 25% of participants (46/183) reported assessment of PC knowledge or skills. Gender differences were noted, with women more comfortable discussing prognosis (Pearson Chi-square value 8.67, df 3, p < 0.013) and assessing decision-making capacity (Pearson Chi-square value 15.02, df 3, p < 0.005). Few students expressed comfort with any aspect of PC. The majority of respondents (174/183, 95%) felt that it is important to receive PC education in medical school. Conclusions Most newly graduated medical students reported limited education in PC, with minimal clinical experience. The vast majority described a lack of comfort in providing care for dying patients and their families. Educational reform is necessary to embed PC knowledge and skills into medical school curricula.

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“…The European Association of Palliative Care (EAPC) EDUPALL undergraduate palliative medicine curriculum recommends 72 hours of formal PEOLC teaching [31]. Despite recent progress, there is still a long way to go before this target is met within New Zealand medical schools.…”

Section: Discussionmentioning

confidence: 99%

“…The EAPC recommends that teaching be structured with short priming sessions in the early stages of training, followed by dedicated block teaching in the clinical years to ensure clarity of key PEOLC concepts [31]. On the other hand, integrating content into existing courses creates opportunities for interdepartmental collaboration without over-stretching the curriculum and re ects the integrated, multidisciplinary nature of palliative care.…”

Section: Discussionmentioning

confidence: 99%

Palliative and End of Life Care in Undergraduate Medical Education: A Survey of New Zealand Medical Schools

Heath

Egan

Iosua

et al. 2021

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Background: In New Zealand, 34% of deaths occur in the hospital setting where junior doctors are at the frontline of patient care. The death rate in New Zealand is expected to double by 2068 due to the aging population, but many studies report that graduates feel unprepared to care for people near the end of life and find this to be one of the most stressful parts of their work. International guidelines recommend that palliative and end of life care should be a mandatory component of undergraduate medical education, yet teaching varies widely and remains optional in many countries. Little is known about how medical students in New Zealand learn about this important area of clinical practice. The purpose of this study was to investigate the organisation, structure and provision of formal teaching, assessment and clinical learning opportunities in palliative and end of life care for undergraduate medical students in New Zealand.Methods: Quantitative descriptive, cross-sectional survey of module conveners in New Zealand medical schools.Results: Palliative and end of life care is included in undergraduate teaching in all medical schools. However, there are gaps in content, minimal formal assessment and limited contact with specialist palliative care services. Lack of teaching staff and pressure on curriculum time are the main barriers to further curriculum development.Conclusions: This article reports the findings of the first national survey of formal teaching, assessment and clinical learning opportunities in palliative and end of life care in undergraduate medical education in New Zealand. There has been significant progress towards integrating this content into the curriculum, although further development is needed to address barriers and maximise learning opportunities to ensure graduates are as well prepared as possible.

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From European Association for Palliative Care Recommendations to a Blended, Standardized, Free-to-Access Undergraduate Curriculum in Palliative Medicine: The EDUPALL Project

Cited by 26 publications

References 12 publications

Education on palliative care for Parkinson patients: development of the “Best care for people with late-stage Parkinson’s disease” curriculum toolkit

Education on palliative care for Parkinson patients: development of the “Best care for people with late-stage Parkinson’s disease” curriculum toolkit

Medical student experiences and perceptions of palliative care in a middle eastern country

Palliative and End of Life Care in Undergraduate Medical Education: A Survey of New Zealand Medical Schools

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