Palliative care education for medical students: Differences in course evolution, organisation, evaluation and funding: A survey of all UK medical schools

Walker, Steven; Gibbins, Jane; Paes, Paul; Adams, Alex; Chandratilake, Madawa; Gishen, Faye; Lodge, Philip; Wee, Bee; Barclay, Stephen

doi:10.1177/0269216316671279

Cited by 33 publications

(30 citation statements)

References 20 publications

(46 reference statements)

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“…The need to include PC in medical training has been debated in other countries 3. Several studies have been performed to assess the need for this knowledge, the best way to introduce it into the medical school curriculum, and opinions among students and physicians regarding this addition 4 5.…”

Section: Introductionmentioning

confidence: 99%

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

Storarri

Castro

Castiglioni

et al. 2017

BMJ Support Palliat Care

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Section: Introductionmentioning

confidence: 99%

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

Storarri

Castro

Castiglioni

et al. 2017

BMJ Support Palliat Care

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“…A survey of palliative care course organisers, at all 30 UK medical schools, revealed a lack of consistency in the organisation of palliative care education (Walker et al, 2017). Despite this being a core General Medical Council competency, this study indicated that not all schools were adequately preparing medical students to care for patients at the end of their lives.…”

Section: Delivering High Quality End-of-life Carementioning

confidence: 70%

“…However, there are little recent UK data to draw upon (Cavaye & Watts, ), possibly due to the move away from dedicated modules on end‐of‐life care, towards integration across programmes. A survey of palliative care course organisers, at all 30 UK medical schools, revealed a lack of consistency in the organisation of palliative care education (Walker et al, ). Despite this being a core General Medical Council competency, this study indicated that not all schools were adequately preparing medical students to care for patients at the end of their lives.…”

Section: Introductionmentioning

confidence: 99%

Teaching nurses to teach: A qualitative study of nurses’ perceptions of the impact of education and skills training to prepare them to teach end‐of‐life care

Jack

Kinloch

O’Brien

2019

Journal of Clinical Nursing

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Aims and objectives To explore nurses’ perceptions of the impact of a programme designed to train them to teach end‐of‐life care. Background Central to national and international policies are the need for generalist healthcare staff to have education in end‐of‐life care. Much end‐of‐life care education is provided by specialist nurses who often have no specific education development to prepare them to teach. To address this gap, an Education Development Programme (EDP) was developed and delivered to specialist nurses. We report on the evaluation of the programme. Design A qualitative programme evaluation methodology was adopted. Methods Data were collected through focus groups, at three hospice education centres in North West England, with a total of 20 participants. Nurses who had completed the EDP were purposively sampled. Data were digitally audio‐recorded and subjected to thematic analysis to organise, reduce and refine the data. Ethical approval was obtained. COREQ guidelines have been adhered to in the reporting of this study. Results Two main themes were identified; learning to teach and building skills to change teaching practice. Participants felt more confident and better prepared to teach. Conclusions It cannot be assumed that specialist staff, with teaching in their role, have the skills to facilitate learning. This programme offers a potential method of improving facilitation skills for nurses who have an education element to their role. Relevance to clinical practice Quality end‐of‐life care is only possible with a skilled workforce, confident and able to apply the principles of compassionate end‐of‐life care to everyday practice. Appropriately trained, specialist staff are better able to teach others how to deliver good quality end‐of‐life care. Specialist staff with teaching responsibilities should be provided with, or engage in, continuous professional development to develop their skills and improve their efficacy when teaching.

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“…Although most Canadian medical schools offered clinical rotations in palliative care, only a minority of trainees at the undergraduate and postgraduate levels completed such a rotation during their training. The low rate of completion of palliative care rotations is not unique to Canada; it has also been observed in the United Kingdom, 11,12 the United States, 13 Switzerland 14 and Thailand. 15 However, this does not justify the status quo.…”

Section: Discussionmentioning

confidence: 99%

Palliative care clinical rotations among undergraduate and postgraduate medical trainees in Canada: a descriptive study

Gagnon

Boyle

Jolicoeur

et al. 2020

cmajo

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P alliative care can be appropriate at any age and any stage of an incurable disease or of an advanced lifethreatening illness, and can be provided along with curative treatment. 1 It aims to give patients and those close to them the support they need to achieve the best possible quality of life. 2-5 Delivery of palliative care is a shared responsibility among all health care professions within all fields of medicine. However, only 25%-30% of practising physicians feel comfortable providing palliative care, 6 and there is a shortage of trained palliative care providers in the workforce. 7 In August 2013, the Canadian Medical Association adopted a resolution requesting that "all Canadian faculties of medicine create a curriculum for training in palliative care suitable for physicians at all stages of their medical education and relevant to the settings in which they practise." 7 To meet current and projected palliative care needs of Canadians, most physicians should receive clinical training in palliative care, 8 and clinical rotations are an essential component of this. The proportion of medical undergraduate and postgraduate students completing palliative care clinical rotations in Canadian medical schools is unknown. To evaluate the status of palliative care clinical training in Canada, we aimed to estimate the proportion of Canadian medical trainees completing clinical rotations in palliative care and to determine whether changes in palliative care clinical training have recently taken place.

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Palliative care education for medical students: Differences in course evolution, organisation, evaluation and funding: A survey of all UK medical schools

Abstract: Development, organisation, course evaluation and funding for palliative care teaching at UK medical schools are variable. This may have implications for delivery of effective palliative care education for medical students.

Cited by 33 publications

References 20 publications

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

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

Teaching nurses to teach: A qualitative study of nurses’ perceptions of the impact of education and skills training to prepare them to teach end‐of‐life care

Palliative care clinical rotations among undergraduate and postgraduate medical trainees in Canada: a descriptive study

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