Martin Weber1, Julia Braun, Jan Schildmann. 1. Interdisciplinary Palliative Care Unit, University Medical Center of the Johannes Gutenberg University of Mainz, Mainz, Germany. martin.weber@unimedizin-mainz.de
Abstract
BACKGROUND: The encounter of students and patients with a terminal illness plays an important role in this teaching. However, for ethical as well as practical reasons, there are limitations regarding the involvement of patients in palliative care teaching. In this study we investigate the effects of an obligatory 90-minute teaching intervention on a palliative care ward by means of quantitative and qualitative methods. METHODS: Self-perceived knowledge, confidence and attitudes were elicited by means of a questionnaire which has been developed by the authors. The instrument includes statements which could be answered by means of numerical rating scales - NRS (1 = very low, 10 = very high). In addition, open-ended questions regarding students' self-perceptions and evaluation of the teaching were analyzed according to the principles of content analysis. RESULTS: All 163 participants completed the questionnaire. Participants rated their knowledge in palliative care as poor prior to the course (median, 3). Medical students indicated significantly improved confidence regarding the encounter with patients in palliative care (p < 0.001; median, 3 before versus 5.5 after), and higher interest for the subject of palliative care (median 7 before vs. 8 after). The student-patient encounter could be identified as a relevant factor contributing to the positive evaluation as part of the analysis of qualitative data. CONCLUSIONS: This evaluation study of an obligatory course in palliative care indicates that even a short teaching module that includes a student-patient encounter has significant effects on the medical students' self-perceived knowledge, confidence and attitudes, and their interest in palliative care.
BACKGROUND: The encounter of students and patients with a terminal illness plays an important role in this teaching. However, for ethical as well as practical reasons, there are limitations regarding the involvement of patients in palliative care teaching. In this study we investigate the effects of an obligatory 90-minute teaching intervention on a palliative care ward by means of quantitative and qualitative methods. METHODS: Self-perceived knowledge, confidence and attitudes were elicited by means of a questionnaire which has been developed by the authors. The instrument includes statements which could be answered by means of numerical rating scales - NRS (1 = very low, 10 = very high). In addition, open-ended questions regarding students' self-perceptions and evaluation of the teaching were analyzed according to the principles of content analysis. RESULTS: All 163 participants completed the questionnaire. Participants rated their knowledge in palliative care as poor prior to the course (median, 3). Medical students indicated significantly improved confidence regarding the encounter with patients in palliative care (p < 0.001; median, 3 before versus 5.5 after), and higher interest for the subject of palliative care (median 7 before vs. 8 after). The student-patient encounter could be identified as a relevant factor contributing to the positive evaluation as part of the analysis of qualitative data. CONCLUSIONS: This evaluation study of an obligatory course in palliative care indicates that even a short teaching module that includes a student-patient encounter has significant effects on the medical students' self-perceived knowledge, confidence and attitudes, and their interest in palliative care.
Authors: Christian Schulz; Ursula Wenzel-Meyburg; André Karger; Alexandra Scherg; Jürgen In der Schmitten; Thorsten Trapp; Andreas Paling; Simone Bakus; Gesa Schatte; Eva Rudolf; Ulrich Decking; Stephanie Ritz-Timme; Matthias Grünewald; Andrea Schmitz Journal: GMS Z Med Ausbild Date: 2015-02-11