Palliative medicine undergraduate education detailed in university prospectuses and websites

Charlton, Rodger; Smith, Gary

doi:10.1191/026921600701536318

Cited by 2 publications

(2 citation statements)

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“…Consensus curricula for palliative care in undergraduate medicine have been published recently in the UK 8 and abroad, 9 but there is currently no guidance about how these should be implemented. Finding curriculum time 7,10–13 and incorporating the suggested learning objectives into practice are known challenges 10 for this subject. Coordinators may not be able to replicate others’ courses in their own institution (as cultures and curricula may vary), but if GMC recommendations are to be followed, we need to consider the factors that determine why some medical schools are able to incorporate and deliver comprehensive palliative care teaching programmes and others are not.…”

Section: Introductionmentioning

confidence: 99%

Incorporating palliative care into undergraduate curricula: lessons for curriculum development

et al. 2009

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Section: Introductionmentioning

confidence: 99%

Incorporating palliative care into undergraduate curricula: lessons for curriculum development

et al. 2009

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“…The committee heeds the advice offered by Charleton, "There is considerable competition for curriculum time and an additional isolated curriculum is probably unrealistic. New materials need to be incorporated into curricula without causing overload" (14). Lloyd-Jones suggests that all contributing disciplines, particularly those with major input, identify their own departmental core content, preferably at the start of the planning process (15).…”

Section: Discussionmentioning

confidence: 99%

The Status of Undergraduate Palliative Medicine Education in Canada: A 2001 Survey

Oneschuk¹,

Moloughney

Jones-McLean

et al. 2004

J Palliat Care

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A survey was conducted in fall 2001/spring 2002 to provide an update on the status of undergraduate palliative medicine education in Canada. The survey identified that the majority of palliative care teaching occurs in the pre-clinical years of medical school, with supervised patient encounters occurring primarily during electives. The coverage of palliative care topics is inconsistent across curricula. Student evaluation methods also vary, with only one school using simulated patients. More than half the schools have an academic division or department of palliative care medicine, although faculty with protected academic time are few in number. A number of barriers to palliative medicine education were identified, including competition for time within the undergraduate curriculum, and lack of resources for curriculum development and teaching. Respondents recommended increased clinical exposure, curriculum development, student assessment and evaluation, faculty development, and improved infrastructure. Following these recommendations, the Undergraduate Palliative Medicine Committee has dedicated itself to developing and fostering a strategic implementation plan to improve palliative medicine education in Canadian medical schools.

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Palliative medicine undergraduate education detailed in university prospectuses and websites

Cited by 2 publications

References 3 publications

Incorporating palliative care into undergraduate curricula: lessons for curriculum development

Incorporating palliative care into undergraduate curricula: lessons for curriculum development

The Status of Undergraduate Palliative Medicine Education in Canada: A 2001 Survey

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