The contribution of undergraduate palliative care education

Centeno, Carlos; Rodríguez-Núñez, Alfredo

doi:10.1097/spc.0000000000000169

Cited by 39 publications

(28 citation statements)

References 31 publications

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“…In Europe, of the 53 countries recognized, 65% teach PC in medical school, and 30% in all schools as a compulsory subject [28]. However, Centeno and Rodrigues Núñez [29] reported the weakness of studies in medical education and a rmed the need to better structure education to promote medical but favourable attitudes towards end-of-life care. In the United States, PC education has been taking place for over fourth years, with variation among medical schools and it is estimated that over 90% of students were affected by the content [24,30].…”

Section: Discussionmentioning

confidence: 99%

Validation of the Palliative Competency Tool: An Instrument To Qualify Medical Education (Validation of Palliative Competency Tool)

Guirro

Corradi-Perini

Siqueira

2020

Preprint

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Introduction: It is necessary to determine which competencies in Palliative Care (PC) have been acquired and which ones need to be improved. The aim was to develop and validate an instrument to assess the acquisition of competencies in PC care among medical students denominated Palliative Competency Tool (Pallicomp).Materials and methods: It were consisted of developing statements based on the competencies as described by the European Association for Palliative Care. The content was validated by experts, respecting the Delphi methodology. The instrument was applied to a group of medical students (n=71) enrolled at the final of 8th semester and statically validated.Results: Of the 30 questions developed, 24 were refined and approved by experts. The tool was applied to 71 medical students, only 12.7% had excellent performance and four out of ten competencies were underperformed. The statistical validation consisted of Bartlett's sphericity test, which showed adequate correlation for factor analysis (p <0.001); the Kaiser-Meyer-Olkin test for sample adequacy (0.7), and Conbach's alpha coefficient for the internal consistency (α = 0.7).Conclusions: Can be concluded that it was possible to construct and validate Palliative Competency Tool (PalliComp), an instrument of qualification of competencies acquisition of PC.

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Section: Discussionmentioning

confidence: 99%

Validation of the Palliative Competency Tool: An Instrument To Qualify Medical Education (Validation of Palliative Competency Tool)

Guirro

Corradi-Perini

Siqueira

2020

Preprint

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“…Palliative care training has been recognized as an essential component of training for physicians for more than 20 years. 19,20 Studies show that it positively influences students' ability to provide good clinical care 21 and improves skills in end-of-life discussions. 22 Palliative care training is also highly appreciated by medical students worldwide.…”

Section: Open Researchmentioning

confidence: 99%

Palliative care clinical rotations among undergraduate and postgraduate medical trainees in Canada: a descriptive study

Gagnon

Boyle

Jolicoeur

et al. 2020

cmajo

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P alliative care can be appropriate at any age and any stage of an incurable disease or of an advanced lifethreatening illness, and can be provided along with curative treatment. 1 It aims to give patients and those close to them the support they need to achieve the best possible quality of life. 2-5 Delivery of palliative care is a shared responsibility among all health care professions within all fields of medicine. However, only 25%-30% of practising physicians feel comfortable providing palliative care, 6 and there is a shortage of trained palliative care providers in the workforce. 7 In August 2013, the Canadian Medical Association adopted a resolution requesting that "all Canadian faculties of medicine create a curriculum for training in palliative care suitable for physicians at all stages of their medical education and relevant to the settings in which they practise." 7 To meet current and projected palliative care needs of Canadians, most physicians should receive clinical training in palliative care, 8 and clinical rotations are an essential component of this. The proportion of medical undergraduate and postgraduate students completing palliative care clinical rotations in Canadian medical schools is unknown. To evaluate the status of palliative care clinical training in Canada, we aimed to estimate the proportion of Canadian medical trainees completing clinical rotations in palliative care and to determine whether changes in palliative care clinical training have recently taken place.

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“…First, the sample size is small and not representative of all nursing students. Palliative care re-search is a relatively new field of inquiry-a systemic review of palliative care undergraduate education shows only indirect evidence that patient care is positively affected (Centeno & Rodríguez-Núñez, 2015). Prospective and controlled studies are needed to further evaluate the effect of educational interventions on patient care.…”

Section: Limitationsmentioning

confidence: 99%

Nursing Students' Reactions to an Educational Experiential Immersion in Palliative Care

Glover¹,

Narvel²,

Schneider³

et al. 2018

J Nurs Educ

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Background: The nursing role includes providing compassionate care at the end of life, yet many nurses feel unprepared to provide such care. We describe nursing students' reactions during participation in an experiential immersion in palliative care in which they interacted with seriously ill patients through gifting handmade shawls. Method: After gifting, students wrote three words that best described the feeling in the room. Responses were content-analyzed to assess the frequency of specific concepts produced in the Three Words task. Gifting Reflection narratives were used to characterize the content-analysis categories. Results: Nursing students' most common responses were reflected in the categories Comfort and Kindness, and Thankfulness and Appreciation. Students also reported Sorrow and Need, but positive themes of Happiness and Delight, and Calm and Reflective were equally as prevalent. Conclusion: Experiential learning that focuses on psychosocial learning can result in nurses having positive, meaningful experiences in caring for seriously ill patients. [

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The contribution of undergraduate palliative care education

Abstract: From research studies, there is only indirect evidence that palliative care training at university leads to better clinical care of patients. In the future, long-term cohort or controlled studies might answer that question.

Cited by 39 publications

References 31 publications

Validation of the Palliative Competency Tool: An Instrument To Qualify Medical Education (Validation of Palliative Competency Tool)

Validation of the Palliative Competency Tool: An Instrument To Qualify Medical Education (Validation of Palliative Competency Tool)

Palliative care clinical rotations among undergraduate and postgraduate medical trainees in Canada: a descriptive study

Nursing Students' Reactions to an Educational Experiential Immersion in Palliative Care

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