Larry D Cripe1,2, David G Hedrick1,2, Kevin L Rand2,3, Debra Burns2,4, Daniella Banno3, Ann Cottingham1, Debra Litzelman1,5, Mary L Hoffmann1, Nora Martenyi5, Richard M Frankel1,5,6. 1. 1 Department of Medicine, IU School of Medicine, Indianapolis, IN, USA. 2. 2 IU Simon Cancer Center, Indianapolis, IN, USA. 3. 3 Department of Psychology, IUPUI School of Science, Indianapolis, IN, USA. 4. 4 Department of Music and Arts Technology, Purdue School of Engineering and Technology at IUPUI, Indianapolis, IN, USA. 5. 5 Regenstrief Institute, Indianapolis, IN, USA. 6. 6 Roudebush Veterans Administration Medical Center, Indianapolis, IN, USA.
Abstract
PURPOSE: More physicians need to acquire the skills of primary palliative care. Medical students' clerkship experiences with death, dying, and palliative care (DDPC), however, may create barriers to learning such skills during residency. Whether professional development is differentially affected by DDPC is unknown. This knowledge gap potentially hinders the development of educational strategies to optimize students' preparedness for primary palliative care. METHOD: Third-year students submitted professionalism narratives (N = 4062) during their internal medicine clerkship between 2004 and 2011. We identified DDPC-related narratives and then randomly selected control narratives. Narratives were compared by valence (positive or negative) and professionalism-related themes. RESULTS AND CONCLUSION: Less than 10% of the narratives were related to DDPC, but the majority was positive. There was a significant overlap in professionalism themes between DDPC and control narratives. The results suggest student preparedness for primary palliative care may be improved by addressing the common professionalism challenges of clinical clerkships.
PURPOSE: More physicians need to acquire the skills of primary palliative care. Medical students' clerkship experiences with death, dying, and palliative care (DDPC), however, may create barriers to learning such skills during residency. Whether professional development is differentially affected by DDPC is unknown. This knowledge gap potentially hinders the development of educational strategies to optimize students' preparedness for primary palliative care. METHOD: Third-year students submitted professionalism narratives (N = 4062) during their internal medicine clerkship between 2004 and 2011. We identified DDPC-related narratives and then randomly selected control narratives. Narratives were compared by valence (positive or negative) and professionalism-related themes. RESULTS AND CONCLUSION: Less than 10% of the narratives were related to DDPC, but the majority was positive. There was a significant overlap in professionalism themes between DDPC and control narratives. The results suggest student preparedness for primary palliative care may be improved by addressing the common professionalism challenges of clinical clerkships.
Authors: Rebecca Antonacci; Carol Barrie; Sharon Baxter; Sarah Chaffey; Srini Chary; Pamela Grassau; Chad Hammond; Mehrnoush Mirhosseini; Raza M Mirza; Kate Murzin; Christopher A Klinger Journal: J Aging Res Date: 2020-11-05
Authors: Lauren R Miller-Lewis; Trent W Lewis; Jennifer Tieman; Deb Rawlings; Deborah Parker; Christine R Sanderson Journal: PLoS One Date: 2021-01-06 Impact factor: 3.240