Improving medical graduates&amp;#39; training in palliative care: advancing education and practice

Head, Barbara; Schapmire, Tara; Earnshaw, Lori; Chenault, John; Pfeifer, Mark; Sawning, Susan; Shaw, Monica

doi:10.2147/amep.s94550

Cited by 67 publications

(64 citation statements)

References 45 publications

(64 reference statements)

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“…Over the past decade, palliative care education has been systematically integrated into medical education and has become a standardized competency for medical training . Simulation‐based medical education with standardized patients has emerged as a promising modality to teach key palliative care skills and close the education gap .…”

Section: Current Trends In Supportive Carementioning

confidence: 99%

“…Over the past decade, palliative care education has been systematically integrated into medical education and has become a standardized competency for medical training. 10 Simulation-based medical education with standardized patients has emerged as a promising modality to teach key palliative care skills and close the education gap. 11,12 In the VOICE trial (Values and Options in Cancer Care), patient-centered communication about advanced cancer diagnosis, treatment options, prognosis, and QoL was enhanced with individualized training for both the clinician and the patient.…”

Section: Standardizationmentioning

confidence: 99%

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Pancreatic cancer—A disease in need: Optimizing and integrating supportive care

Moffat

Epstein

O’Reilly

2019

Cancer

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Pancreatic ductal adenocarcinoma (PDAC) is an aggressive malignancy that continues to be challenging to treat. PDAC has the lowest 5‐year relative survival rate compared with all other solid tumor malignancies and is expected to become the second‐leading cause of cancer‐related death in the United States by 2030. Given the high mortality, there is an increasing role for concurrent anticancer and supportive care in the management of patients with PDAC with the aims of maximizing length of life, quality of life, and symptom control. Emerging trends in supportive care that can be integrated into the clinical management of patients with PDAC include standardized supportive care screening, early integration of supportive care into routine cancer care, early implementation of outpatient‐based advance care planning, and utilization of electronic patient‐reported outcomes for improved symptom management and quality of life. The most common symptoms experienced are nausea, constipation, weight loss, diarrhea, anorexia, and abdominal and back pain. This review article includes current supportive management strategies for these and others. Common disease‐related complications include biliary and duodenal obstruction requiring endoscopic procedures and venous thromboembolic events. Patients with PDAC continue to have a poor prognosis. Systemic therapy options are able to palliate the high symptom burden but have a modest impact on overall survival. Early integration of supportive care can lead to improved outcomes.

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Section: Current Trends In Supportive Carementioning

confidence: 99%

Section: Standardizationmentioning

confidence: 99%

Pancreatic cancer—A disease in need: Optimizing and integrating supportive care

Moffat

Epstein

O’Reilly

2019

Cancer

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“…A survey of medical students graduating in the United States found that the quality of EOL care education was inadequate. In total, 53% of these students reported learning little or nothing about palliative care from attending non-palliative care classes, and 78% of the students reported learning only a limited amount from residents (10). In addition, Schmit et al (11) reported that residents and fellows considered the EOL care communication skills education they received during medical school and residency to be insufficient.…”

Section: Introductionmentioning

confidence: 99%

Do Korean Medical Schools Provide Adequate End-of-Life Care Education? A Nationwide Survey of the Republic of Korea’s End-of-Life Care Curricula

Kim

Shin

et al. 2019

Korean J Hosp Palliat Care

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Purpose: Physician competency in end-of-life (EOL) care is becoming increasingly important. This study investigated the EOL care curricula in Korean medical schools. Methods: Questionnaires were issued to the faculty members responsible for the EOL care curricula at each of the medical schools. These included questions on the structure and content of the curricula, teaching methods, and faculty members' attitudes to the curricula. Results: Characteristics of the EOL care curricula were compiled from 27 (66%) of the 41 medical schools. All of the medical schools taught essential aspects of the EOL care curriculum either as a separate course or embedded within other medical education courses. The mean time spent on EOL care teaching was 10 hrs (range, 2~32 hrs). The most frequently taught topics were delivering bad news (100%) and symptom management (74%). When the palliative care education assessment tool (PEAT) was used to evaluate the curricula, a median of 11 PEAT objectives was met (range, 2~26; maximum, 83). More than two teaching methods were used in most of the curricula. However, lectures were the only teaching method used by three medical schools. 78% of faculty members who were responsible for curriculum reported dissatisfaction with it, whereas 18% believed that the time allotted to it was adequate. Only 7% of these faculty members believed that their students were adequately prepared to practice EOL care. Conclusion: There is a need to improve EOL care education in basic medical curricula and to take a more systematic approach to achieving learning outcomes.

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“…Sabe-se que o tema é abordado de maneira não contínua, não obrigatória e em disciplinas ligadas ao tema da morte, dor, ou relacionado à área de Oncologia, ou seja, não se trata da questão de maneira sistemática como se trata, por exemplo, a anatomia ou a propedêutica 9 . Um estudo recente, que compara a educação médica em CP, observou preocupação com o tema em diversos países, mas com pouca resolutividade quanto a como solucionar este problema 10 . A partir desse estudo, foram traçadas estratégias individualizadas, em poucas das muitas universidades estudadas, com resultados positivos, mas divulgados em escala mínima.…”

Section: Introductionunclassified

“…A partir desse estudo, foram traçadas estratégias individualizadas, em poucas das muitas universidades estudadas, com resultados positivos, mas divulgados em escala mínima. Também foi atestado que a dificuldade em atingir o método ideal de ensino se relaciona à falta de profissionais capacitados para ensinar e assumir a disciplina dentro de serviços médicos por ser este um tema muito novo na medicina em geral 10 .…”

Section: Introductionunclassified

Paradigma na Formação Médica: Atitudes e Conhecimentos de Acadêmicos sobre Morte e Cuidados Paliativos

Malta

Rodrigues

Priolli

2018

Rev. bras. educ. med.

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Background:The World Health Organization (WHO) defines Palliative Care as an approach which, by preventing and alleviating suffering, improves the quality of life of patients and their families who face problems associated with life-threatening illnesses. In Brazil, Palliative Medicine has recently been promoted to the category of medical specialty, obliging Brazilian medical schools to review the educational concepts associated to end-of-life care. The personal relationship with death seems to directly influence the premise of care-more-than-healing, as an essential element of the caregiver's relationship with the terminal patient. There is a close relationship between anxiety and fear of death and the medical student's attitude in the face of end-of-life situations. The scholar's view of death may determine their inner disposition, values, concepts, and prejudices regarding death and dying and determine their performance as a professional. Thus, medical education programs must emphasize not only the theoretical-technical aspects in Palliative Care, but also the emotional climate that involves the medics' attitudes and actions in end-of-life situations. Objective: To compare the attitudes of medical students when faced with death and the process of dying according to their theoretical and/or practical training in Palliative Care. Method: A cohort study evaluating how the profile of medical students has changed based on questionnaires on Fear of Death and Self-Efficacy in Palliative Care. Results: Theoretical reflection reduces anxiety related to practical activity (p < 0.05). Communication and multidisciplinary skills in Palliative Care are performed far better by those who receive complete theoretical and practical training than those who are trained only in theoretical terms or those who rely exclusively on in-service learning (p < 0.05). Conclusion: The Palliative Care discipline helps students overcome fears related to death, thus reducing their anxiety when practicing end-of--life care, especially in terms of communication. Students who receive this theoretical and practical training. Students who receive theoretical and practical training in Palliative Care show greater confidence when faced with end-of-life situations.

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Improving medical graduates' training in palliative care: advancing education and practice

Cited by 67 publications

References 45 publications

Pancreatic cancer—A disease in need: Optimizing and integrating supportive care

Pancreatic cancer—A disease in need: Optimizing and integrating supportive care

Do Korean Medical Schools Provide Adequate End-of-Life Care Education? A Nationwide Survey of the Republic of Korea’s End-of-Life Care Curricula

Paradigma na Formação Médica: Atitudes e Conhecimentos de Acadêmicos sobre Morte e Cuidados Paliativos

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