Confidence in palliative care issues by medical students and internal medicine residents

Storarri, Ana Carolina Montouro; Castro, Giovana Dalmedico de; Castiglioni, Lilian; Cury, Patrí­cia Maluf

doi:10.1136/bmjspcare-2017-001341

Cited by 18 publications

(44 citation statements)

References 12 publications

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“…In a previous study [10], Dutch final-year medical students reported that their curricula, indeed, did not adequately cover many of the palliative care aspects they deemed important. This finding ties in with studies from different countries showing that students lack knowledge and confidence in caring for patients requiring palliative care [11][12][13][14].…”

Section: Introductionsupporting

confidence: 73%

A National, Palliative Care Competency Framework for Undergraduate Medical Curricula

Pieters

Dolmans

Everdingen

et al. 2020

IJERPH

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As nearly all doctors deal with patients requiring palliative care, it is imperative that palliative care education starts early. This study aimed to validate a national, palliative care competency framework for undergraduate medical curricula. We conducted a Delphi study with five groups of stakeholders (palliative care experts, physicians, nurses, curriculum coordinators, and junior doctors), inviting them to rate a competency list. The list was organized around six key competencies. For each competency, participants indicated the level to which students should have mastered the skill at the end of undergraduate training. Stability was reached after two rating rounds (N = 82 round 1, N = 54 round 2). The results showed high levels of agreement within and between stakeholder groups. Participants agreed that theoretical knowledge is not enough: Students must practice palliative care competencies, albeit to varying degrees. Overall, communication and personal development and well-being scored the highest: Junior doctors should be able to perform these in the workplace under close supervision. Advance care planning scored the lowest, indicating performance in a simulated setting. A wide range of stakeholders validated a palliative care competency framework for undergraduate medical curricula. This framework can be used to guide teaching about palliative care.

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Section: Introductionsupporting

confidence: 73%

A National, Palliative Care Competency Framework for Undergraduate Medical Curricula

Pieters

Dolmans

Everdingen

et al. 2020

IJERPH

View full text Add to dashboard Cite

show abstract

“…With this preliminary version, the pilot test was carried out in person with a group of 40 professionals who had similar characteristics to the population under study. These individuals were subsequently excluded from participating in the main study [20]. They were provided with the SEPC scale, a sociodemographic information form, and another form to report their comments on the scale.…”

Section: Methodsmentioning

confidence: 99%

“…Versions of the scale translated into the language of each country were used, although they had not been validated [19]. In Canada, in a study that sought to assess the confidence that medical students and internal medicine residents had in different aspects of palliative care, the SEPC communication subscale was used without prior psychometric validation analysis [20]. Recently, Rai and Mason [21] transposed the SEPC to an electronic format to integrate it in an electronic tool in order to assess the effect of undergraduate training in palliative care.…”

Section: Introductionmentioning

confidence: 99%

Cultural Adaptation, Validation, and Analysis of the Self-Efficacy in Palliative Care Scale for Use with Spanish Nurses

Herrero-Hahn

Montoya‐Juárez

Hueso‐Montoro

et al. 2019

IJERPH

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The aim of the present study is to validate the Self-Efficacy in Palliative Care Scale (SEPC) in Spanish nursing professionals and students, to describe their levels of self-efficacy, and to determine the influencing factors. A validation study and a cross-sectional descriptive study were carried out, with the data analysed using contrast tests and multiple linear regression; 552 nurses and 440 nursing students participated. The Spanish version consists of 23 items and has a high degree of reliability (α = 0.944). Confirmatory factor analysis revealed one additional factor (i.e., management of psychosocial and spiritual aspects) in comparison to the original scale. Contrast tests revealed that the mean SEPC score was higher in professionals than in students (p < 0.001) and that the professionals who had higher levels of self-efficacy were older (p < 0.001), had more previous training (p < 0.001), and had more experience in end-of-life care (p = 0.001). The linear analysis results confirm a significant association between age and previous training in end-of-life care. The Spanish version of the SEPC is a reliable tool for both nursing professionals and students. The level of self-efficacy of both groups is moderate and is influenced by age, experience, and training in end-of-life care.

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“…Lack of palliative care education in the undergraduate medical curricula throughout Europe is considered as one of the most important barriers in the integration of palliative care in health care systems [7]. Several studies have reported that medical students are given inadequate education and training in palliative care [8–10] and many junior doctors across different countries (for example: The United States [11]; Brazil [12]; Germany [13] and Turkey [14]) do not feel well prepared. The majority of medical graduates reported that they felt uncertain about providing palliative care [13].…”

Section: Introductionmentioning

confidence: 99%

Palliative care education in the undergraduate medical curricula: students’ views on the importance of, their confidence in, and knowledge of palliative care

et al. 2019

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Background The need for palliative care is increasing. Since almost every junior doctor will come across palliative care patients, it is important to include palliative care in the undergraduate curriculum. The objective of this research is to gather undergraduate students’ views on palliative care in terms of its importance, their confidence in and knowledge of the domain. Methods Final-year medical students at four Dutch medical faculties were surveyed. The questionnaire measured their views on the education they had received, their self-reported confidence in dealing with palliative care patients and their knowledge of palliative care. Results Two hundred twenty-two medical students participated in this study. Students considered palliative care education relevant, especially training in patient-oriented care and communication with the patient. Students felt that several topics were inadequately covered in the curriculum. Overall, the students did not feel confident in providing palliative care (59.6%), especially in dealing with the spiritual aspect of palliative care (77%). The knowledge test shows that only 48% of the students answered more than half of the questions correctly. Conclusion The students in this study are nearly junior doctors who will soon have to care for palliative patients. Although they think that palliative care is important, in their opinion the curriculum did not cover many important aspects, a perception that is also in line with their lack of confidence and knowledge in this domain. Therefore, it is important to improve palliative care education in the medical curriculum.

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Confidence in palliative care issues by medical students and internal medicine residents

Abstract: Residents were more confident than all of the medical school students except those in their fifth year (P<0.05) because they have more contact with terminally ill patients than other students do; fifth-year medical students are likely overestimating their abilities.

Cited by 18 publications

References 12 publications

A National, Palliative Care Competency Framework for Undergraduate Medical Curricula

A National, Palliative Care Competency Framework for Undergraduate Medical Curricula

Cultural Adaptation, Validation, and Analysis of the Self-Efficacy in Palliative Care Scale for Use with Spanish Nurses

Palliative care education in the undergraduate medical curricula: students’ views on the importance of, their confidence in, and knowledge of palliative care

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