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Cao W, Li C, Zhang Q, Tong H. Perceptions on the current content and pedagogical approaches used in end-of-life care education among undergraduate nursing students: a qualitative, descriptive study. BMC MEDICAL EDUCATION 2022; 22:553. [PMID: 35842629 PMCID: PMC9288025 DOI: 10.1186/s12909-022-03625-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/05/2022] [Accepted: 07/08/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND With the aging of the population, high rates of cancer and comorbidity complexity, the end-of-life care for patients will be ever more important. Nurses have always played an essential role in end-of-life care. Insufficient education and training in end-of-life care has been regarded as a major reason of inadequate symptom recognition, symptom management, and communication which results in mental trauma for both the patient's family and attending health care providers. Undergraduate nurses do end-of-life care as part of their clinical learning. However, undergraduate nurses' perceptions of the education they received about end-of-life care are not documented. OBJECTIVE This study aimed to critically explore the current state of education regarding end-of-life care from the perspectives of undergraduate nurses. METHODS We used a descriptive qualitative design. Face-to-face semi-structured interviews were conducted from May to August 2020, with a purposive sample of 15 fourth-year undergraduate nurses who finished the internship. Data were transcribed verbatim and analyzed using content analysis. FINDINGS Three main themes relating to undergraduate nurses' experiences of end-of-life care education emerged from the thematic analysis: 1) Universities provide foundational knowledge about end-of-life care, but it still needs improvement; 2) Clinical practice consolidates and drives undergraduate nurses' knowledge, skills and confidence about end-of-life care; and 3) cultural attitudes of patients' family toward disease and death sometimes impedes learning and knowledge translation about end-of-life care. CONCLUSION Undergraduate nursing students benefit from not only theoretical content delivered in the university setting but also practice happened on clinical placement. The current undergraduate curriculum, related to end-of-life care, is disjointed. Meanwhile, undergraduate nurses' learning and knowledge translation of end-of-life care are impeded by cultural attitudes toward disease and death.
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Affiliation(s)
- Wenjing Cao
- Nursing School, Xiangnan University, Chenzhou, Hunan, China
| | - Chunyan Li
- Nursing School, Hunan University of Chinese Medicine, Changsha, Hunan, China
| | - Qianqian Zhang
- Nursing School, Xiangnan University, Chenzhou, Hunan, China
| | - Huiru Tong
- Foreign Language Department, Guangxi University of Chinese Medicine, Nanning, Guangxi, China.
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Noguera A, Mosoiu D, Payne C, Paal P. "This Project Helped Me to Grow": Experiences of Teaching Palliative Care Using the EDUPALL Project Medical Undergraduate Curriculum. J Palliat Med 2022; 25:1072-1078. [PMID: 35275709 DOI: 10.1089/jpm.2021.0363] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
Background: The WHO has proclaimed that palliative care (PC) should be integrated as a routine element of all undergraduate medical and nursing education. The EDUPALL Erasmus+project produced a PC curriculum for undergraduate medical education based on the European Association for Palliative Care (EAPC) recommendations for undergraduate training. This was tested in four Romanian Faculties of Medicine: Universities of Transilvania, Iasi, Targu Mures, and Timisoara. The aim of this study is to describe teachers' satisfaction and views on the effectiveness of the EDUPALL curriculum and supporting learning materials. Methods: We conducted nine semistructured interviews with teachers involved in EDUPALL implementation in their universities. Interviews were transcribed and collected data underwent thematic analysis. Kirkpatrick's four-level evaluation model of training was employed to synthesize the outcomes into final categories of reaction, learning, behavior, and results. Results: Data were categorized against Kirkpatrick's four levels as follows: Level 1 (Reaction) EDUPALL curriculum-a good standard with achievable goals; Level 2 (Learning) Personal appraisal and development needs of the teaching faculty; Level 3 (Behavior) Application of competencies and student feedback; and Level 4 (Results): Faculty- and country-level Impact of the EDUPALL project. Conclusion: EDUPALL curriculum is a good and adaptive model to teach PC at Faculties of Medicine, considered by teachers as a way of bridging an existing training gap for medical students in building essential competencies in symptom management, communication, spirituality, and self-awareness.
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Affiliation(s)
- Antonio Noguera
- Palliative Care Unit, Fundación Jiménez Díaz, Madrid, Spain.,Instituto de Cultura y Sociedad, Universidad de Navarra, Pamplona, Spain
| | - Daniela Mosoiu
- Faculty of Medicine, Transilvania University, Brasov, Romania
| | - Cathy Payne
- All Ireland Institute for Hospice and Palliative Care, Dublin, Ireland
| | - Piret Paal
- Institute for Nursing Science and Practice, Paracelsus Medical University, Salzburg, Austria
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Perez-Bret E, Jaman-Mewes P, Quiroz-Carhuajulca LM. Reflective Learning of Palliative Care by Secondary Healthcare and Sociosanitary Students Using Two Videoclips on the Experience of Cameron Duncan: "DFK6498" and "Strike Zone". JOURNAL OF BIOETHICAL INQUIRY 2021; 18:253-264. [PMID: 33646529 DOI: 10.1007/s11673-021-10093-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/07/2019] [Accepted: 02/11/2021] [Indexed: 06/12/2023]
Abstract
Educating young people about how to interact with patients at the end of their lives is challenging. A qualitative study based on Husserl's phenomenological approach was performed to describe the learning experience of secondary education students after watching, analysing, and reflecting on two videoclips featuring Cameron Duncan, a young man suffering from terminal cancer (DFK6498 and Strike Zone). Students from three vocational centres providing training in ancillary nursing, pharmacy, and dependent care in the Community of Madrid visited the Palliative Care (PC) Hospital. A total of 110 students (102 female and 8 male), with a median age of nineteen years, participated in the study. The students' learning experience through the videoclips reveals the essential aspects required in palliative care, since the character suffers in every dimension of his being: physically as well as psychologically, socially, and spiritually. Therefore, this requires healthcare professionals to understand their experience, putting themselves in their place, to provide affectionate care and to display communication skills leading to a quality helping relationship. Four comprehensive educational categories were identified in the study. The students learned the importance of: 1) providing comprehensive and affectionate care to patients, 2) the need for communication skills in caring for patients, 3) being aware of the end of life and time left, 4) valuing life and fighting for what one wishes to attain. A visit to a PC hospital and the viewing of videoclips and reflection upon these, represents a useful strategy for secondary education healthcare students. The study indicates that videoclips are an innovative method for becoming aware of the various issues pertaining to palliative care.
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Affiliation(s)
- Encarnacion Perez-Bret
- Fundación Vianorte-Laguna, Hospital Centro de Cuidados Laguna, Calle Concejal Francisco José Jiménez 128, 28047, Madrid, Spain.
| | - Paula Jaman-Mewes
- Fundación Vianorte-Laguna, Hospital Centro de Cuidados Laguna, Calle Concejal Francisco José Jiménez 128, 28047, Madrid, Spain
| | - Lilia M Quiroz-Carhuajulca
- Fundación Vianorte-Laguna, Hospital Centro de Cuidados Laguna, Calle Concejal Francisco José Jiménez 128, 28047, Madrid, Spain
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Noguera A, Arantzamendi M, López-Fidalgo J, Gea A, Acitores A, Arbea L, Centeno C. Student's Inventory of Professionalism (SIP): A Tool to Assess Attitudes towards Professional Development Based on Palliative Care Undergraduate Education. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16244925. [PMID: 31817435 PMCID: PMC6950691 DOI: 10.3390/ijerph16244925] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/30/2019] [Revised: 11/29/2019] [Accepted: 11/30/2019] [Indexed: 11/16/2022]
Abstract
Introduction: Quality medical education, centered on a patient's needs, is crucial to develop the health professionals that our society requires. Research suggests a strong contribution of palliative care education to professionalism. The aim of this study was to design and validate a self-report inventory to measure student's professional development. Method: Sequential exploratory strategy mixed method. The inventory is built based on the themes that emerged from the analysis of four qualitative studies about nursing and medical students' perceptions related to palliative care teaching interventions (see Ballesteros et al. 2014, Centeno et al. 2014 and 2017, Rojí et al. 2017). The structure and psychometrics of the inventory obtained is tested in two different surveys with two different groups of medical students. Inventory reliability and construct validity are tested in the first survey group. To verify the inventory structure, a confirmatory factor analysis is performed in a second survey group. Results: The inventory has 33 items and seven dimensions: a holistic approach, caring for and understanding the patient, personal growth, teamwork, decision-making, patient evaluation, and being a health care professional. Cronbach's-alpha was 0.73-0.84 in all seven domains, ICC: 0.95. The confirmatory factor analysis comparative fit index (CFI) was 1 with a standardized root mean square Index 0.088 (SRMR) and obtained a 0.99 goodness-of-fit R-square coefficient. Conclusions: this new inventory is grounded on student's palliative care teaching experiences and seems to be valid to assess student's professional development.
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Affiliation(s)
- Antonio Noguera
- Symptom Control and Palliative Medicine Department, Clínica Universidad de Navarra, 31008 Pamplona (Navarra), Spain;
- ATLANTES Research Programme, Institute for Culture and Society, University of Navarra, 31008 Pamplona (Navarra), Spain; (M.A.); (J.L.-F.); (A.A.)
- Instituto de investigación sanitaria de Navarra (IdiSNA), 31009 Pamplona (Navarra), Spain
- Correspondence: ; Tel.: +34-948-425600 (ext. 803431)
| | - María Arantzamendi
- ATLANTES Research Programme, Institute for Culture and Society, University of Navarra, 31008 Pamplona (Navarra), Spain; (M.A.); (J.L.-F.); (A.A.)
- Instituto de investigación sanitaria de Navarra (IdiSNA), 31009 Pamplona (Navarra), Spain
| | - Jesús López-Fidalgo
- ATLANTES Research Programme, Institute for Culture and Society, University of Navarra, 31008 Pamplona (Navarra), Spain; (M.A.); (J.L.-F.); (A.A.)
| | - Alfredo Gea
- Epidemiology Department, Faculty of Medicine, University of Navarra, 31008 Pamplona (Navarra), Spain;
| | - Alberto Acitores
- ATLANTES Research Programme, Institute for Culture and Society, University of Navarra, 31008 Pamplona (Navarra), Spain; (M.A.); (J.L.-F.); (A.A.)
| | - Leire Arbea
- Radiation Oncology Department, Clínica Universidad de Navarra, 31008 Pamplona (Navarra), Spain;
- Medical Education Unit. Faculty of Medicine, University of Navarra, 31008 Pamplona (Navarra), Spain
| | - Carlos Centeno
- Symptom Control and Palliative Medicine Department, Clínica Universidad de Navarra, 31008 Pamplona (Navarra), Spain;
- ATLANTES Research Programme, Institute for Culture and Society, University of Navarra, 31008 Pamplona (Navarra), Spain; (M.A.); (J.L.-F.); (A.A.)
- Instituto de investigación sanitaria de Navarra (IdiSNA), 31009 Pamplona (Navarra), Spain
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Measuring Communication Similarity Between Hospice Nurses and Cancer Caregivers Using Latent Semantic Analysis. Cancer Nurs 2019; 43:506-513. [PMID: 31356461 DOI: 10.1097/ncc.0000000000000729] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
BACKGROUND Optimal end-of-life care requires effective communication between hospice nurses, caregivers, and patients, yet defining and evaluating effective communication are challenging. Latent semantic analysis (LSA) measures the degree of communication similarity (talking about the same topic) without relying on specific word choices or matching of communication behaviors (question-answer), thus more comprehensively evaluating communication interactions. OBJECTIVE Guided by the Communication Accommodation Theory, we evaluated communication similarity, indicating theoretical convergence, between hospice nurses and caregivers of cancer patients, identifying nurse attributes and communication skills that were associated with greater communication similarity. METHODS A descriptive secondary analysis of self-reported nurse data and 31 audio-recorded cancer patient home hospice nursing visits across 2 states and 7 hospices. RESULTS The average LSA score was 0.83 (possible range, 0-1). A nurse preference for greater patient-oriented visits, use of more Nurse Partnering statements, and less Conversation Dominance (ratio of total nurse to total caregiver talk) were associated with higher LSA scores. CONCLUSIONS Effective communication is essential to optimal end-of-life care. Latent semantic analysis is a feasible and promising approach for assessing communication similarity during home hospice care. IMPLICATIONS FOR PRACTICE Hospice nurses are at the forefront of family caregiver communication, playing a vital role in empowering caregivers to assume required patient care tasks. Communication strategies such as the use of partnering statements that increase LSA scores can be taught to hospice nurses and other members of the hospice interdisciplinary team as a way to enrich communication skills and improve communication confidence and can be translated into other oncology nursing contexts.
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Samala RV, Hoeksema LJ, Colbert CY. A Qualitative Study of Independent Home Visits by Hospice Fellows: Addressing Gaps in ACGME Milestones by Fostering Reflection and Self-Assessment. Am J Hosp Palliat Care 2019; 36:885-892. [PMID: 30866641 DOI: 10.1177/1049909119836218] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
BACKGROUND With the rapid growth in the number of fellowship programs in Hospice and Palliative Medicine (HPM), many are in the process of developing ways to demonstrate that fellows are attaining educational milestones. Reflection and self-assessment are key components of 2 Accreditation Council for Graduate Medical Education (ACGME) competencies, practice-based learning and improvement, and systems-based practice, which have both been historically challenging to learn and assess. OBJECTIVE This article describes results of a content analysis of narrative data collected from HPM fellows' self-assessments as they performed hospice home visits independently in a new clinical rotation. DESIGN This was a prospective qualitative study. SETTINGS/PARTICIPANTS Eight fellows completed 217 unsupervised hospice home visits from 2014 to 2016. MEASUREMENTS Fellows completed weekly self-assessment forms, which captured both clinical visit information and practice data elicited from responses to open-ended reflection prompts. RESULTS Analysis of 29 self-assessment forms generated 6 themes: patient- and family-centered care, self-efficacy, systems-based care, commitment to doing their best, catalyst for professional growth, and purpose and meaning in work. The fellows recognized numerous barriers distinct to providing care in homes. All fellows felt prepared to perform home visits throughout the rotation and after training. CONCLUSIONS Narrative data collected during the independent home visit rotation provided evidence that HPM fellows detected gaps in their performance, planned for practice improvements in subsequent visits, and valued working within an interprofessional team. Built-in opportunities for fellows to reflect during training are critical in meeting ACGME milestones, and are integral to their professional development.
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Weisse CS, Melekis K, Hutchins B. Providing End-of-Life Care: Increased Empathy and Self-efficacy Among Student Caregivers in Residential Homes for the Dying. Am J Hosp Palliat Care 2018; 36:538-545. [PMID: 30585095 DOI: 10.1177/1049909118820844] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022] Open
Abstract
BACKGROUND Health-care providers report a lack of training in end-of-life care and limited opportunities exist to learn about the dying process in home settings where most prefer to die. AIM To evaluate the effectiveness of a Community Action, Research, and Education (CARE) program designed to promote empathy and self-efficacy communicating with and caring for terminally ill patients. METHODS This mixed-methods study collected pre-post data from 18 undergraduates (7 men≤ 11 women) in a 8-week immersive program where they served as primary caregivers in residential homes for the dying providing 200 hours of bedside care to hospice patients during their final days. Quantitative measures assessed empathy using the Jefferson Scale of Empathy-Health Professions (JSE-HPS) version and self-efficacy using a 20-question palliative care skill assessment. Qualitative analyses were conducted on reflective journals to further assess knowledge, skill, and value development. RESULTS Paired t tests revealed significant increases in empathy ( P < .05) and self-efficacy ( P < .001) to provide end-of-life care. Thematic analysis of reflective journals further demonstrated specific instances of empathy and self-efficacy. CONCLUSIONS Community-run residential homes for the dying offer a unique opportunity for skills training in end-of-life care. The opportunity to serve as a caregiver for the dying improved students' confidence and ability to provide empathic patient- and family-centered end-of-life care to hospice patients in their final days.
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Affiliation(s)
- Carol S Weisse
- 1 Department of Psychology, Union College, Olin 110C, Schenectady, NY, USA
| | - Kelly Melekis
- 2 Department of Social Work, Skidmore College, 815 N Broadway, Saratoga Springs, NY, USA
| | - Bailey Hutchins
- 2 Department of Social Work, Skidmore College, 815 N Broadway, Saratoga Springs, NY, USA
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Gadoud A, Lu WH, Strano-Paul L, Lane S, Boland JW. A pilot study of interprofessional palliative care education of medical students in the UK and USA. BMJ Support Palliat Care 2017. [DOI: 10.1136/bmjspcare-2016-001267] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
BackgroundEducating medical students to care for patients at the end-of-life is increasingly recognised as an essential component of training. Traditionally, medical student programmes are run by doctors, but patient care is delivered by an interprofessional team. Our programmes in the UK and USA independently developed a teaching experience led by an interprofessional team of palliative care health professionals.ObjectivesThis study explores the palliative care health professionals’ perceptions, regarding their unique role in medical student palliative care education.MethodsThis is the first study to ascertain views of an interprofessional team delivering palliative care education to medical students. Focus groups enable interaction between members of the group as well as the generation of consensus of comments among group members.ResultsTwo major themes were identified: perceived benefits and value of the experience, and the challenges and lessons learnt from the experiences.ConclusionsDespite different structures and settings, this experiential learning in palliative care provided a rewarding interprofessional experience that has historically been difficult to achieve.
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Tan CE, Jaffar A, Tohit N, Hamzah Z, Hashim SM. Exploring patients' reasons for participation in a medical education home visit program: a qualitative study in Malaysia. PERSPECTIVES ON MEDICAL EDUCATION 2017; 6:182-188. [PMID: 28386758 PMCID: PMC5466570 DOI: 10.1007/s40037-017-0353-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
INTRODUCTION Direct contact with patients for medical education is essential in healthcare professional training. Patients who were recruited for a medical education home visit program in Malaysia did so on a voluntary basis without remuneration. This paper aims to explore their reasons for participation in this program. METHODS An exploratory qualitative study was conducted on patients who had been visited during the 2012/2013 academic session. Purposive sampling was done to select adult participants from varying ethnicities and ages from the list of patients. In-depth interviews were conducted at the participants' homes and were audio recorded. The transcripts of these interviews were analyzed using thematic analysis. RESULTS A total of nine in-depth interviews were conducted. Four main themes were identified from thematic analysis: 1) Perceived meaning of the visit; 2) Perceived benefits and risks; 3) Past healthcare experiences; 4) Availability for visits. The home visits meant different things to different participants, including a teaching-learning encounter, a social visit, a charitable deed or a healthcare check-up. The benefits and risks of accepting unknown students to their homes and sharing their health issues with them had been weighed prior to participation. Prior experience with healthcare services such as gratitude to healthcare providers or having a relative in the healthcare profession increased their receptivity for involvement. Lastly, enabling factors such as availability of time would determine their acceptance for home visits. DISCUSSION Patients agree to participate in medical education activities on a voluntary basis for various reasons. Providing good healthcare service and sufficient preparation are crucial to increase patient receptivity for such activities.
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Affiliation(s)
- Chai-Eng Tan
- Department of Family Medicine, Faculty of Medicine, Universiti Kebangsaan Malaysia Medical Centre, Kuala Lumpur, Malaysia.
| | - Aida Jaffar
- Department of Primary Care, Faculty of Medicine and Defence Health, National Defence University of Malaysia, Kuala Lumpur, Malaysia
| | - Noorlaili Tohit
- Department of Family Medicine, Faculty of Medicine, Universiti Kebangsaan Malaysia Medical Centre, Kuala Lumpur, Malaysia
| | - Zuhra Hamzah
- Department of Family Medicine, Faculty of Medicine, Universiti Kebangsaan Malaysia Medical Centre, Kuala Lumpur, Malaysia
| | - Syahnaz Mohd Hashim
- Department of Family Medicine, Faculty of Medicine, Universiti Kebangsaan Malaysia Medical Centre, Kuala Lumpur, Malaysia
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Rojí R, Noguera-Tejedor A, Pikabea-Díaz F, Carrasco JM, Centeno C. Palliative Care Bedside Teaching: A Qualitative Analysis of Medical Students' Reflective Writings after Clinical Practices. J Palliat Med 2016; 20:147-154. [PMID: 27754747 DOI: 10.1089/jpm.2016.0192] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
CONTEXT A mandatory course in palliative care (PC) is organized for all final-year medical students at the University of Navarre. It consists of 24 lectures, 4 workshops, and 1 scheduled five hour clinical PC service experience at two different sites. In the 48 hours after the visit and related to the clinical experience, each student has to complete a 500-word reflective writing (RW) piece. OBJECTIVE To investigate how a brief PC clinical experience helps equip the medical student. METHODS Qualitative study of RW. Two researchers produced a content analysis of students' RW. They collaboratively developed themes and categories with a constant review of the classification tree and an exhaustive collection of quotes. Differences between services were analyzed (λ2). RESULTS One hundred sixty-seven RW were analyzed from the 197 students on the course (response rate 85%). Six major themes emerged: All the students identified central aspects of PC work dynamics; students acquired specific PC knowledge (86%); the personal influence of the experience was reported (68%); students described how patients and their caregivers deal with the patients' illness (68%); students talked about the essence of PC and essential aspects of medicine (42%); students reported spontaneously having changed their assumptions about PC (15%); and they realized that the experience was relevant to all clinical practice. Categories such as teamwork, the expression of patients' and caregivers' feelings, and family devotion showed statistical differences between services (λ2 p < 0.05). CONCLUSION A short bedside clinical experience in PC, encouraging student reflection, provides a deeper understanding of PC and even of core medicine values. The data we gather cannot explain only new skill acquisition but seems to suggest a life-changing personal experience for the student.
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Affiliation(s)
- Rocío Rojí
- 1 Clínica Universidad de Navarra , Unidad de Medicina Paliativa, Pamplona, Spain
| | - Antonio Noguera-Tejedor
- 1 Clínica Universidad de Navarra , Unidad de Medicina Paliativa, Pamplona, Spain .,2 Universidad de Navarra, ICS, Programa Atlantes, Campus Universitario , Pamploma, Spain
| | | | - José Miguel Carrasco
- 2 Universidad de Navarra, ICS, Programa Atlantes, Campus Universitario , Pamploma, Spain
| | - Carlos Centeno
- 1 Clínica Universidad de Navarra , Unidad de Medicina Paliativa, Pamplona, Spain .,2 Universidad de Navarra, ICS, Programa Atlantes, Campus Universitario , Pamploma, Spain
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Boland JW, Dikomitis L, Gadoud A. Medical students writing on death, dying and palliative care: a qualitative analysis of reflective essays. BMJ Support Palliat Care 2016; 6:486-492. [DOI: 10.1136/bmjspcare-2016-001110] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2016] [Revised: 06/01/2016] [Accepted: 07/14/2016] [Indexed: 01/12/2023]
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Fitzpatrick D, Heah R, Patten S, Ward H. Palliative Care in Undergraduate Medical Education—How Far Have We Come? Am J Hosp Palliat Care 2016; 34:762-773. [DOI: 10.1177/1049909116659737] [Citation(s) in RCA: 45] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Purpose: There is an increasing demand for quality palliative care teaching within undergraduate medical education. Studies suggest that many junior doctors feel underprepared to perform end-of-life care. Previous systematic reviews on palliative care teaching within medical schools have identified significant variability and lack of consistency in teaching. This review aims to update the literature on the current status of palliative care teaching to undergraduates within medical schools. Method: A systematic review was undertaken on articles published from December 2001 to November 2015 on palliative care teaching for undergraduate medical students. In all, 650 abstract citations were obtained, of which 126 were relevant to the research questions. Thematic analysis was performed on remaining articles according to whether they discussed content and/or methodology of palliative care education, and data collated. Results: There is greater consistency in the content being delivered as part of end-of-life care education within medical schools. The most frequently taught topics include attitudes to death and dying, communication skills, and pain management. Pediatric care and religious/cultural issues are less frequently addressed. Teaching institutions are also utilising a broader range of teaching modalities. Conclusion: There is significant progress in palliative care education within medical schools. Ongoing challenges relate to correlating our current practice in medical education to professional recommendations and the expressed needs of junior doctors to practice competent end-of-life care.
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Affiliation(s)
- Danielle Fitzpatrick
- Adelaide Health Simulation and Skills Centre, The University of Adelaide, Adelaide, Australia
| | - Rebecca Heah
- Adelaide Health Simulation and Skills Centre, The University of Adelaide, Adelaide, Australia
| | - Simon Patten
- Adelaide Health Simulation and Skills Centre, The University of Adelaide, Adelaide, Australia
| | - Helena Ward
- Medicine Learning and Teaching Unit, The University of Adelaide, Adelaide, Australia
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