Views of general practitioners on end-of-life care learning preferences: a systematic review

Abstract

Background General practitioners (GPs) play a pivotal role in providing end-of-life care in the community. Although they value end-of-life care, they have apprehensions about providing care in view of the limitations in knowledge and skills in end-of-life care. This review aimed to explore, synthesise, and analyse the views of general practitioners on end-of-life care learning preferences. Methods MEDLINE, CINAHL, PsycINFO, EMBASE, Scopus, Web of Science, and Cochrane were searched for literature on the views of general practitioners on end-of-life care learning preferences from 01/01/1990 to 31/05/2021. Methodological quality was reported. Results Of the 10,037 articles identified, 23 were included for the review. Five themes developed from the review. The desire to provide palliative care, as well as self-actualisation needs, relevance to practice, a sense of responsibility, and a therapeutic bond, motivates general practitioners to learn end-of-life care. Some of the learning needs expressed were pain and symptom management, communication skills, and addressing caregiver needs. Experiential learning and pragmatist learning styles were preferred learning styles. They perceived the need for an amicable learning environment in which they could freely express their deficiencies. The review also identified barriers to learning, challenges at personal and professional level, feelings of disempowerment, and conflicts in care. Conclusion GPs’ preference for learning about end-of-life care was influenced by the value attributed to learning, context and content, as well as preference for learning styles and the availability of resources. Thus, future trainings must be in alignment with the GPs’ learning preferences.

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“…[ 16 ] Furthermore, continued collaboration between GP/FP and specialists, ongoing training through case discussions, and amicable relationships will ensure the sustainability of the program. [ 17 ] Multiple exemplars from the country and the globe have proven the beneficial effects of palliative care integration into the community. [ 19 20 ] These models have succeeded in establishing a robust community-based palliative care program and have been accorded as demonstration projects by the WHO.…”

Using Social Constructivist Learning Theory to Unpack General Practitioners’ Learning Preferences of End-of-Life Care: A Systematically Constructed Narrative Review

“…GPs play a critical role in providing end-of-life care and ensuring that patient’s wishes to be cared for at home are honoured. [ 4 ] In addition, GPs’ coordinate care with the multidisciplinary team and prevent unnecessary hospital admissions. [ 5 ] Despite being critical players in end-of-life care provision, GPs feel anxious and lack confidence in care provision.…”

“…GPs’ preference for a particular learning style depends on the content and context of learning and the value that they attribute to their learning. [ 4 ] A recent study showed that educational intervention that used flexible learning modules and a combination of case-based discussions and small group interactive workshops with regular follow-up post-intervention brought a significant improvement in GP’s knowledge, skills, and confidence in delivering palliative care. [ 8 ] These interventions also enabled GPs to alleviate patients’ physical and psychological symptom burden, fulfill the patient’s desire to die at home at the end of life, and mitigate carer anxiety and distress.…”