Palliative Care in Undergraduate Medical Education

Billings, Jenny R.

doi:10.1001/jama.1997.03550090057033

Cited by 289 publications

(79 citation statements)

References 74 publications

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“…3,4 Studies evaluating the effects of educational intervention on the development of underlying ethical attitudes have shown variable effects. [5][6][7][8][9][10][11][12][13][14][15][16] In a longitudinal cohort study, Self et al 11 failed to show an expected increase in scores for moral reasoning over 4 years of medical education.…”

Section: Introductionmentioning

confidence: 99%

Changes in Medical Students’ Attitudes Towards End-of-Life Decisions Across Different Years of Medical Training

Gruber¹,

Gomersall²,

Joynt³

et al. 2008

J GEN INTERN MED

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BACKGROUND: Decisions to forgo life-sustaining medical treatments in terminally ill patients are challenging, but ones that all doctors must face. Few studies have evaluated the impact of medical training on medical students' attitudes towards end-of-life decisions and none have compared them with an age-matched group of non-medical students. OBJECTIVE:To assess the effect of medical education on medical students' attitudes towards end-of-life decisions in acutely ill patients. DESIGN:Cross-sectional study.PARTICIPANTS: Four hundred and two students at The Chinese University of Hong Kong. MEASUREMENTS:Completion of a questionnaire focused on end-of-life decisions. MAIN RESULTS:The number of students who felt that cardiopulmonary resuscitation must always be provided was higher in non-medical students (76/90 (84%)) and medical students with less training (67/84 (80%) in year 1 vs. 18/67 (27%) in year 5) (p<0.001). Discontinuing life-support therapy was more accepted among senior medical students compared to junior medical and non-medical students (27/66 (41%) in year 5 vs. 18/83 (22%) in year 1 and 20/90 (22%) in non-medical students) (p=0.003). An unexpectedly large proportion of non-medical students (57/89 (64%)) and year 1 medical students (42/84 (50%)) found it acceptable to administer fatal doses of drugs to patients with limited prognosis. Euthanasia was less accepted with more years of training (p<0.001). When making decisions regarding limitation of life-support therapy, students chose to involve patients (98%), doctors (92%) and families (73%) but few chose to involve nurses (38%). CONCLUSIONS:Medical students' attitudes towards end-of-life decisions changed during medical training and differed significantly from those of non-medical students.

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Section: Introductionmentioning

confidence: 99%

Changes in Medical Students’ Attitudes Towards End-of-Life Decisions Across Different Years of Medical Training

Gruber¹,

Gomersall²,

Joynt³

et al. 2008

J GEN INTERN MED

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show abstract

“…by 2030, the number of people who are aged 65 years or more is projected to reach 1 billion, which is 1/8th of the total population [1,9,10]. This aging population will change the way in which people will die in times to come.…”

Section: Why Is Palliative Care Important?mentioning

confidence: 99%

“…This aging population will change the way in which people will die in times to come. The top five reasons of the mortality for 2020 are -heart diseases, CVD, chronic respiratory disease, respiratory infections and lung cancer [9].…”

Section: Why Is Palliative Care Important?mentioning

confidence: 99%

The Perspectives on Including Palliative Care in the Indian Undergraduate Physiotherapy Curriculum

Veqar¹

2013

JCDR

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According to the guidelines which were published by WHO in 2008, palliative care has been defined as "An approach that improves the quality of life of the patients and their families who face the problems which are associated with life-threatening illnesses, through the prevention and relief of suffering by means of an early identification, an impeccable assessment and the treatment of pain and other problems, physical, psychosocial and spiritual" . The intervention which is provided as a part of the palliative care has to be provided by health professionals who strictly work as a part of multidisciplinary team and have been specifically trained to an optimal level of competency in the field.

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“…23 Offering undergraduate and graduate training about death and dying care, breaking bad news and communication with dying patients and their families can prove useful. 24 Training students about death and dying, approaches to patients who are close to death, communication with chronic and terminally-diseased patients at the beginning of their medical education, and continuing this throughout the curriculum, will be useful to both students and their future patients. Gaining insight into student opinions and attitudes about death-related issues at an early stage in their training can inform the curricula in this subject area.…”

mentioning

confidence: 99%

Perception and attitudes of medical students toward communication, chronic disease and death

Ghodke

Ray-Mohanty

Wagh

et al. 2014

Int J Basic Clin Pharmacol

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Palliative Care in Undergraduate Medical Education

Abstract: The increasing attention to palliative care education has created major opportunities for improving education about care at the end of life. Educational programs should be rigorously evaluated to identify best educational practices.

Cited by 289 publications

References 74 publications

Changes in Medical Students’ Attitudes Towards End-of-Life Decisions Across Different Years of Medical Training

Changes in Medical Students’ Attitudes Towards End-of-Life Decisions Across Different Years of Medical Training

The Perspectives on Including Palliative Care in the Indian Undergraduate Physiotherapy Curriculum

Perception and attitudes of medical students toward communication, chronic disease and death

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