Medical education in palliative care

Buchanan, Jo; Millership, Robyn; Zalcberg, John; Milne, Jan A.; Zimet, Allan; Haines, Ian

doi:10.5694/j.1326-5377.1990.tb124424.x

Cited by 19 publications

(8 citation statements)

References 11 publications

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“…However, it is also recognized that many physicians show knowledge and attitude deficits in the assessment and management of cancer pain [11,12]. Knowledge deficits in the use of opioid analgesics for the management of cancer pain have been documented among medical students [13,14], and, therefore, the inclusion of palliative care in undergraduate medical education has been recommended for the past decade [15]. Our short CD‐ROM course on cancer pain was developed as a tool to help improve medical student education in the assessment and management of cancer pain.…”

Section: Discussionmentioning

confidence: 99%

Cancer Pain Education for Medical Students: The Development of a Short Course on CD-ROM: Table 1

Sloan¹,

LaFountain

Plymale³

et al. 2002

Pain Med

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Objective. The purpose of this study was to assess the educational value and acceptability of a short CD-ROM course on cancer pain management given to third-year medical students at the University of Kentucky.Methods. Thirty-six medical students were given a short-course CD-ROM on cancer pain assessment and management. The Cancer Pain CD-ROM included textual instruction as well as video clips and a 15-item interactive self-assessment examination on cancer pain management. Students were asked to evaluate the computerized course with an 18-item survey using a Likert scale (1 ϭ strongly disagree; 5 ϭ strongly agree).Results. Twenty-seven medical students completed the course, however, only 11 returned evaluations. In general, the medical students appreciated the CD-ROM material, with the exception of the video clips. Students agreed most strongly (mean Ϯ standard deviation [SD]) that the educational material on the CD-ROM was presented clearly (3.9 Ϯ 1.1), the CD-ROM format was easy to use (4.0 Ϯ 0.8), the CD-ROM course improved knowledge of opioid use for cancer pain (4.0 Ϯ 0.7), and the course improved understanding of opioid-related side effects (4.0 Ϯ 0.7). The self-assessment examination on cancer pain was rated easy to use and felt to be helpful (4.0 Ϯ 0.9) for students to identify cancer pain knowledge deficits. The authors estimate that 150 man-hours were needed to complete production of the CD-ROM without any specialized training in computer skills. Conclusions.A short-course computer format program was developed by the authors to teach the basics of cancer pain management to medical students. A minority of students evaluated the program and agreed the material was clearly presented, improved knowledge of opioid analgesia, and was easy to use.Key Words. Cancer Pain; Education; Medical Student; Computer-assisted Learning IntroductionCancer is a worldwide problem resulting in 10% of all deaths. Medical students graduating and practicing in the next millennium will, therefore, be challenged with managing symptoms prevalent in patients with cancer. At the time of cancer diagnosis, one third of patients will experience moderate-tosevere pain, and, when cancer reaches the advanced stages of the disease, 70% of patients will suffer pain [1]. The majority of cancer patients with pain can, however, achieve excellent pain relief using standard analgesics and adjuvant analgesics given on a regular basis as outlined by the World Health Organization (WHO) treatment guidelines for . Since several studies on the efficacy of the WHO cancer pain guidelines suggest that pain relief is possible in 70%-90% of patients using these simple measures [3][4][5][6], health care professionals must be proficient and expert in the assessment and management of cancer pain.Unfortunately, many physicians and nurses demonstrate little awareness of the problem of cancer pain, with inappropriate concerns about side effects, addiction, and tolerance to standard opioid regimens, and a lack of basic pain management skills [7,8]. An important ta...

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Section: Discussionmentioning

confidence: 99%

Cancer Pain Education for Medical Students: The Development of a Short Course on CD-ROM: Table 1

Sloan¹,

LaFountain

Plymale³

et al. 2002

Pain Med

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show abstract

“…There appears to be little consensus on teaching methods and course content for delivering palliative medicine instruction. Teaching strategies include lectures, small group discussion, videotape presentations, role play, seminars and simulations (1,6,10), and patient interviews and short-term hospice attachments (4,6,(10)(11)(12)(13). The range of teaching staff is widening to include general practitioners, hospice doctors, oncologists, and nursing staff (6).…”

Section: Objectives Study Designmentioning

confidence: 99%

A Preceptor Model for Introducing Undergraduate Medical Students to Palliative Medicine

Barrington

Murrie

1999

J Palliat Care

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“…The 1991 Programme utilised aspects of the pilot Programme as well as some of the methods and modules used and evaluated at the Repatriation General Hospital, Heidelberg fifth year medical student teaching programme (Buchanan et al, 1990). The current Programme has built and expanded widely on these foundation courses, based on regular student feedback.…”

Section: Inmentioning

confidence: 99%

Palliative care teaching, what can we learn?

1995

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Lack of palliative care education is being identified by many universities as a deficiency in their undergraduate medical teaching programme which requires urgent implementation into the undergraduate curriculum. A comprehensive teaching programme in palliative care was devised and commenced at our institution at the beginning of 1991. This consists of seven one and half hour modules given to students in the last years of their course. The modules cover the broad range of aims of the course (as outlined) by using a diverse range of educational principles and methods and only a minimum of traditional non‐interactive didactic teaching. Students complete anonymous evaluation form at the completion of the course and responses from the medical students have been overwhelmingly positive. 89 percent of students rated the course ‘very useful’ or ‘extremely useful’. The students' rating placed this course above all other components of their undergraduate teaching programme. However, written comments from students have provided us with even more significant insights into the importance of the programme, such as ‘why weren't we taught this before’ and ‘I would like to see more space given to discussion on how to cope with the stress of the medical profession.’ The skills involved in palliative care are basic to good doctoring generally and we believe that this teaching programme could help form the basis for future medical undergraduate teaching programmes in palliative care.

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Medical education in palliative care

Cited by 19 publications

References 11 publications

Cancer Pain Education for Medical Students: The Development of a Short Course on CD-ROM: Table 1

Cancer Pain Education for Medical Students: The Development of a Short Course on CD-ROM: Table 1

A Preceptor Model for Introducing Undergraduate Medical Students to Palliative Medicine

Palliative care teaching, what can we learn?

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