A National, Palliative Care Competency Framework for Undergraduate Medical Curricula

Pieters, Jolien; Dolmans, Diana; Everdingen, M.H.J. van den Beuken-van; Warmenhoven, Franca; Westen, Judith H; Verstegen, Daniëlle

doi:10.3390/ijerph17072396

Cited by 16 publications

(10 citation statements)

References 22 publications

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“…The competencies to be acquired are described in box 1. These competences are a selection of the framework from Pieters et al 19 The educational principles of authenticity, and reflection are incorporated into the set of learning tasks (see table 2).…”

Section: Coherent Set Of Learning Tasksmentioning

confidence: 99%

Spiritual dimension in palliative medicine: a qualitative study of learning tasks: medical students, teachers, educationalists

Pieters

Verstegen

Dolmans

et al. 2021

BMJ Support Palliat Care

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BackgroundPalliative care is gaining importance within the physician’s range of duties. In the undergraduate medical curriculum, education on the four dimensions of care is insufficient. The spiritual dimension is hardly addressed. Therefore, we developed a coherent set of learning tasks targeted at learning to communicate about the spiritual dimension. The learning tasks are based on educational principles of authentic learning, reflective learning and longitudinal integration in the curriculum. This article reports on the feasibility of using these learning tasks in the medical curricula.MethodsTeachers and educational scientists were interviewed and students were asked to evaluate the learning tasks in focus groups. Interview transcripts were analysed by three independent researchers.ResultsThe learning tasks encourage the students to reflect on the four dimensions of palliative care and their personal values. Learning was clearly organised around authentic learning tasks relevant to the later profession, using paper, video cases, as well as simulations and real patients. Participants suggest giving more attention to cultural diversity. As palliative care is an emotionally charged subject, the safety of both student and patient should be guaranteed. All participants indicated that the program should start in the bachelor phase and most agreed that it should be integrated vertically and horizontally throughout the undergraduate program, although there is some debate about the optimal moment to start.ConclusionThe tasks, are authentic, encourage the students to reflect on the spiritual dimension of palliative care and are suitable for integration in the undergraduate medical curriculum.

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Section: Coherent Set Of Learning Tasksmentioning

confidence: 99%

Spiritual dimension in palliative medicine: a qualitative study of learning tasks: medical students, teachers, educationalists

Pieters

Verstegen

Dolmans

et al. 2021

BMJ Support Palliat Care

Self Cite

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“…The other two studies in this category related to palliative care undergraduate education. Pieters et al [ 13 ] conducted a Delphi study aimed to validate a national palliative care competency framework for undergraduate medical curricula in the Netherlands. Using five groups of stakeholders and after two rounds of iteration, a high level of consensus regarding the ratings of six key competency domains was reached, with communication and personal development and well-being scoring the highest and advance care planning the lowest.…”

Section: Included Workmentioning

confidence: 99%

Palliative and End-of-Life Care: More Work is Required

Leung

Chan

2020

IJERPH

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There is currently growing recognition of the complex care needs of patients with life-limiting conditions and their family members, prompting the need to revisit the goals of medicine. This Special Issue reflects a broad research agenda in the field of palliative and end-of-life care. A total of 16 papers of empirical studies and systematic review are included spanning five domains, namely, patient, caregiver, healthcare provider, policy, and methodology. The results generally suggest the merits of palliative care and reveal room for further improvement in palliative care education, manpower, infrastructure, and legal and policy frameworks.

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Section: Introductionmentioning

confidence: 99%

“…Most universities in South Africa have responded to this fundamental training need by integrating basic PM teaching into their undergraduate medical curricula drawing on international and regional consensus documents intended to guide institutions in delivering standardised evidence-based PM teaching programmes for medical students. 3,4,5,6,7 The level of integration, however, varies greatly and consensus, and standardisation of the content, structure and delivery of such undergraduate medical PM training programmes are not yet a reality. 8 This position paper represents a joint endeavour by the PM leads from the eight medical schools in South Africa -University of Cape Town (UCT), University of the Free State (UFS), University of KwaZulu-Natal (UKZN), University of Pretoria (UP), Stellenbosch University (SU), University of the Witwatersrand (WITS), Walter Sisulu University (WSU) and Sefako Makgatho Health Sciences University (SMU) -to meet this objective for undergraduate medical education.…”

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confidence: 99%

Position paper on undergraduate Palliative Medicine education for doctors in South Africa

Burger

Krause

Blanchard

et al. 2022

Afr. j. prim. health care fam. med.

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Background: Basic palliative care teaching should be included in training curricula for health care providers (HCPs) at all levels of the health service to ensure that the goal set by the South African (SA) National Policy Framework and Strategy for Palliative Care, to have an adequate number of appropriately trained HCPs in South Africa, is achieved. Furthermore, palliative learning objectives for nurses and doctors should be standardised. Many SA medical schools have integrated elements of Palliative Medicine (PM) teaching into undergraduate medical training programmes for doctors; however, the degree of integration varies widely, and consensus and standardisation of the content, structure and delivery of such PM training programmes are not yet a reality.Aim: This joint position paper aims to describe the current state of undergraduate medical PM teaching in South Africa and define the PM competencies required for an SA generalist doctor.Setting: Palliative Medicine programme leads and teachers from eight medical schools in South Africa.Methods: A survey exploring the structure, organisation and content of the respective medical undergraduate PM programmes was distributed to PM programme leads and teachers.Results: Responses were received from seven medical schools. Through a process of iterative review, competencies were defined and further grouped according to suitability for the pre-clinical and clinical components of the curriculum.Conclusion: Through mapping out these competencies in a spiralled medical curriculum, the authors hope to provide guidance to medical curriculum designers to effectively integrate PM teaching and learning into current curricula in line with the goals of the SA National Policy Framework and Strategy on Palliative Care (NPFSPC).

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A National, Palliative Care Competency Framework for Undergraduate Medical Curricula

Cited by 16 publications

References 22 publications

Spiritual dimension in palliative medicine: a qualitative study of learning tasks: medical students, teachers, educationalists

Spiritual dimension in palliative medicine: a qualitative study of learning tasks: medical students, teachers, educationalists

Palliative and End-of-Life Care: More Work is Required

Position paper on undergraduate Palliative Medicine education for doctors in South Africa

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