Palliative care training in medical undergraduate education: a survey among the faculty.
Educational design
Medical student education
Palliative care
Journal
BMC palliative care
ISSN: 1472-684X
Titre abrégé: BMC Palliat Care
Pays: England
ID NLM: 101088685
Informations de publication
Date de publication:
18 Jan 2024
18 Jan 2024
Historique:
received:
18
08
2023
accepted:
10
01
2024
medline:
18
1
2024
pubmed:
18
1
2024
entrez:
17
1
2024
Statut:
epublish
Résumé
A minority of European countries have compulsory training in palliative care within all medical schools. The aim of the study was to examine palliative care education in Estonia. We used the adapted version of the Palliative Education Assessment Tool (PEAT) to evaluate palliative care education at the University of Tartu, the only medical school in Estonia. The PEAT comprises of different palliative care domains and allows for assessing the curricula for palliative care education. 26 hours (h) of palliative care is taught within the basic medical curriculum, which is divided between 14 courses. Ethical issues (4 h, lecture and seminar) and basics of palliative care (2.5 h, lecture) are well covered however, pain and symptom management (12.5 h, lecture, seminar, workshop), psychosocial, spiritual aspects (5.5 h, seminar), and communication (1.5 h, lecture) teaching do not reach the recommended number of hours. Teamwork and self-reflection are not taught at all. Increased time, more diverse teaching strategies and clear learning outcomes are required to enable the development of palliative care education in Estonia. The teaching and learning of palliative care is a process that requires constant development and collaboration.
Sections du résumé
BACKGROUND
BACKGROUND
A minority of European countries have compulsory training in palliative care within all medical schools. The aim of the study was to examine palliative care education in Estonia.
METHODS
METHODS
We used the adapted version of the Palliative Education Assessment Tool (PEAT) to evaluate palliative care education at the University of Tartu, the only medical school in Estonia. The PEAT comprises of different palliative care domains and allows for assessing the curricula for palliative care education.
RESULTS
RESULTS
26 hours (h) of palliative care is taught within the basic medical curriculum, which is divided between 14 courses. Ethical issues (4 h, lecture and seminar) and basics of palliative care (2.5 h, lecture) are well covered however, pain and symptom management (12.5 h, lecture, seminar, workshop), psychosocial, spiritual aspects (5.5 h, seminar), and communication (1.5 h, lecture) teaching do not reach the recommended number of hours. Teamwork and self-reflection are not taught at all.
CONCLUSIONS
CONCLUSIONS
Increased time, more diverse teaching strategies and clear learning outcomes are required to enable the development of palliative care education in Estonia. The teaching and learning of palliative care is a process that requires constant development and collaboration.
Identifiants
pubmed: 38233862
doi: 10.1186/s12904-024-01351-4
pii: 10.1186/s12904-024-01351-4
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
19Informations de copyright
© 2024. The Author(s).
Références
Knaul FM, Bhadelia A, Horton R. Health-related suffering: from Lancet Commission to DeclarAction. Lancet. 2018;391(10135):2088–9. https://doi.org/10.1016/S0140-6736(18)31123-1 .
doi: 10.1016/S0140-6736(18)31123-1
pubmed: 29784148
World Health Organization. Assessing the development of palliative care worldwide: a set of actionable indicators. WHO: Geneva; 2021.
World Health Organization. Strengthening of Palliative Care as a component of Integrated Treatment throughout the Life Course. J Pain Palliat Care Pharmacother. 2014;28(2):130–4. https://doi.org/10.3109/15360288.2014.911801 .
doi: 10.3109/15360288.2014.911801
Arias-Casais N, Garralda E, Rhee JY, de Lima L, Pons JJ, Clark d, Hasselaar J, Ling J, Mosoiu D, Centeno C. EAPC Atlas of Palliative Care in Europe. EAPC Press: Vilvoorde;; 2019.
Mason SR, Ling J, Stanciulescu L, Payne C, Paal P, Albu S, Noguera A, Boeriu E, Poroch V, Elsner F, Mosoiu D. From European Association for Palliative Care Recommendations to a blended, standardized, free-to-Access Undergraduate Curriculum in Palliative Medicine: the EDUPALL Project. J Palliat Med. 2020;23(12):1571–85. https://doi.org/10.1089/jpm.2020.0119 .
doi: 10.1089/jpm.2020.0119
pubmed: 32692279
Noguera A, Bolognesi D, Garralda E, Beccaro M, Kotlinska-Lermieszek A, Furst CJ, Ellershaw J, Elsner F, Csikos A, Filbert M, Biasco G, Centeno C. How do experienced professors teach Palliative Medicine in European universities? A cross-case analysis of eight undergraduate Educational Programs. J Palliat Med. 2018;21(11):1621–6. https://doi.org/10.1089/jpm.2018.0071 .
doi: 10.1089/jpm.2018.0071
pubmed: 29985742
Melender H-L, Hökkä M, Saarto T, Lehto JT. The required competencies of physicians within palliative care from the perspectives of multi-professional expert groups: a qualitative study. BMC Palliat Care. 2020;19(1):65. https://doi.org/10.1186/s12904-020-00566-5 .
doi: 10.1186/s12904-020-00566-5
pubmed: 32386513
pmcid: 7211329
Elsner F, Müller A, Gil W, Paal P. The education is a mirror of where palliative care stands in Israel today: an exploration of palliative care undergraduate education at medical schools in Israel. Palliat Support Care. 2021;1–8. https://doi.org/10.1017/S1478951521001450 .
Mason S, Paal P, Elsner F, Payne C, Ling J, Noguera A, Mosoiu D. Palliative care for all: an international health education challenge. Palliat Support Care. 2020;18(6):760–2. https://doi.org/10.1017/S1478951520000188 .
doi: 10.1017/S1478951520000188
pubmed: 32209143
Meekin SA, Klein JE, Fleischman AR, Fins JJ. Development of a Palliative Education Assessment Tool for Medical Student Education. Acad Med. 2000;75(10):986–92.
doi: 10.1097/00001888-200010000-00011
pubmed: 11031142
EORTC Translation Procedure Manual. https://qol.eortc.org/manual/translation-procedure/ (Accessed 17 Nov 2023).
Boland JW, Brown MEL, Duenas A, Finn GM, Gibbins J. How effective is undergraduate palliative care teaching for medical students? A systematic literature review. BMJ Open. 2020;10(9):e036458. https://doi.org/10.1136/bmjopen-2019-036458 .
doi: 10.1136/bmjopen-2019-036458
pubmed: 32912945
pmcid: 7482461
Lloyd-Williams M, Macleod RDM. A systematic review of teaching and learning in palliative care within the medical undergraduate curriculum. Med Teach. 2004;26(8):683–90. https://doi.org/10.1080/01421590400019575 .
doi: 10.1080/01421590400019575
pubmed: 15763870
Mason SR, Ellershaw JE. Undergraduate training in palliative medicine: is more necessarily better? Palliat Med. 2010;24(3):306–9. https://doi.org/10.1177/0269216309351867 .
doi: 10.1177/0269216309351867
pubmed: 20123945
Afshar K, Matthias K, Paulmann V, Engel B, Stiel S, Schneider N. Medical training in palliative care at the Hannover Medical School: development of the interdisciplinary and cross-sectoral education in the cross-sectional subject Q13 (WEISE-Q13). Schmerz. 2020;34(2):140–7. https://doi.org/10.1007/s00482-019-00442-z .
doi: 10.1007/s00482-019-00442-z
pubmed: 31938887
Bharmal A, Morgan T, Kuhn I, Wee B, Barclay S. Palliative and end-of-life care and junior doctors: a systematic review and narrative synthesis. BMJ Support Palliat Care. 2022;12(e6):e862–8. https://doi.org/10.1136/bmjspcare-2019-001954 .
doi: 10.1136/bmjspcare-2019-001954
pubmed: 31722983
Noguera A, Mosoiu D, Payne C, Paal P. This project helped me to grow: experiences of Teaching Palliative Care using the EDUPALL Project Medical Undergraduate Curriculum. J Palliat Med. 2022;25(7):1072–8. https://doi.org/10.1089/jpm.2021.0363 .
doi: 10.1089/jpm.2021.0363
pubmed: 35275709