Palliative Care Education: An Overview

Latta, Lis; MacLeod, Rod

doi:10.1007/978-3-319-77740-5_95

Cited by 4 publications

(2 citation statements)

References 48 publications

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“…In the absence of such training, newly qualified doctors are likely to enter clinical practice without the necessary knowledge, skills or attitudes to provide basic palliative care. However, attitudes are changing and this content is now being integrated into undergraduate curricula around the world, which is a fundamental step towards improving awareness, workforce capacity and increasing access to primary (non-specialist) palliative care [4,5].…”

Section: Introductionmentioning

confidence: 99%

Palliative and end of life care in undergraduate medical education: a survey of New Zealand medical schools

et al. 2022

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Background In New Zealand, 34% of deaths occur in the hospital setting where junior doctors are at the frontline of patient care. The death rate in New Zealand is expected to double by 2068 due to the aging population, but many studies report that graduates feel unprepared to care for people near the end of life and find this to be one of the most stressful parts of their work. International guidelines recommend that palliative and end of life care should be a mandatory component of undergraduate medical education, yet teaching varies widely and remains optional in many countries. Little is known about how medical students in New Zealand learn about this important area of clinical practice. The purpose of this study was to investigate the organisation, structure and provision of formal teaching, assessment and clinical learning opportunities in palliative and end of life care for undergraduate medical students in New Zealand. Methods Quantitative descriptive, cross-sectional survey of module conveners in New Zealand medical schools. Results Palliative and end of life care is included in undergraduate teaching in all medical schools. However, there are gaps in content, minimal formal assessment and limited contact with specialist palliative care services. Lack of teaching staff and pressure on curriculum time are the main barriers to further curriculum development. Conclusions This article reports the findings of the first national survey of formal teaching, assessment and clinical learning opportunities in palliative and end of life care in undergraduate medical education in New Zealand. There has been significant progress towards integrating this content into the curriculum, although further development is needed to address barriers and maximise learning opportunities to ensure graduates are as well prepared as possible.

show abstract

Section: Introductionmentioning

confidence: 99%

Palliative and end of life care in undergraduate medical education: a survey of New Zealand medical schools

et al. 2022

View full text Add to dashboard Cite

show abstract

“…In the absence of such training, newly quali ed doctors are likely to enter clinical practice without the necessary knowledge, skills or attitudes to provide basic palliative care. However, attitudes are changing and this content is now being integrated into undergraduate curricula around the world, which is a fundamental step towards improving awareness, workforce capacity and increasing access to primary (non-specialist) palliative care [4,5].…”

Section: Introductionmentioning

confidence: 99%

Palliative and End of Life Care in Undergraduate Medical Education: A Survey of New Zealand Medical Schools

Heath

Egan

Iosua

et al. 2021

Preprint

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Background: In New Zealand, 34% of deaths occur in the hospital setting where junior doctors are at the frontline of patient care. The death rate in New Zealand is expected to double by 2068 due to the aging population, but many studies report that graduates feel unprepared to care for people near the end of life and find this to be one of the most stressful parts of their work. International guidelines recommend that palliative and end of life care should be a mandatory component of undergraduate medical education, yet teaching varies widely and remains optional in many countries. Little is known about how medical students in New Zealand learn about this important area of clinical practice. The purpose of this study was to investigate the organisation, structure and provision of formal teaching, assessment and clinical learning opportunities in palliative and end of life care for undergraduate medical students in New Zealand.Methods: Quantitative descriptive, cross-sectional survey of module conveners in New Zealand medical schools.Results: Palliative and end of life care is included in undergraduate teaching in all medical schools. However, there are gaps in content, minimal formal assessment and limited contact with specialist palliative care services. Lack of teaching staff and pressure on curriculum time are the main barriers to further curriculum development.Conclusions: This article reports the findings of the first national survey of formal teaching, assessment and clinical learning opportunities in palliative and end of life care in undergraduate medical education in New Zealand. There has been significant progress towards integrating this content into the curriculum, although further development is needed to address barriers and maximise learning opportunities to ensure graduates are as well prepared as possible.

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The impact of a student death doula service-learning experience in palliative care settings on nursing students: A pilot mixed-methods study

Yoong,

Wang,

Seah

et al. 2024

Death Studies

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Palliative Care Education: An Overview

Cited by 4 publications

References 48 publications

Palliative and end of life care in undergraduate medical education: a survey of New Zealand medical schools

Palliative and end of life care in undergraduate medical education: a survey of New Zealand medical schools

Palliative and End of Life Care in Undergraduate Medical Education: A Survey of New Zealand Medical Schools

The impact of a student death doula service-learning experience in palliative care settings on nursing students: A pilot mixed-methods study

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