Steven Walker1,2,3, Jane Gibbins4, Paul Paes5, Astrid Adams6, Madawa Chandratilake2,7, Faye Gishen1,8, Philip Lodge1,8, Bee Wee6, Stephen Barclay9. 1. 1 Marie Curie Hospice, London, UK. 2. 2 Centre for Medical Education, University of Dundee, Dundee, UK. 3. 3 St Gilesmedical, London, UK. 4. 4 Cornwall Hospice Care, Royal Cornwall Hospital Trust & Peninsula Medical, Truro, UK. 5. 5 Northumbria Healthcare NHS Foundation Trust & Newcastle University, Newcastle upon Tyne, UK. 6. 6 Sir Michael Sobell House & University of Oxford, Oxford, UK. 7. 7 Faculty of Medicine, University of Kelaniya, Kelaniya, Sri Lanka. 8. 8 University College London & Royal Free Hospital, London, UK. 9. 9 University of Cambridge, Cambridge, UK.
Abstract
BACKGROUND: A proportion of newly qualified doctors report feeling unprepared to manage patients with palliative care and end-of-life needs. This may be related to barriers within their institution during undergraduate training. Information is limited regarding the current organisation of palliative care teaching across UK medical schools. AIMS: To investigate the evolution and structure of palliative care teaching at UK medical schools. DESIGN: Anonymised, web-based questionnaire. Settings/participants: Results were obtained from palliative care course organisers at all 30 UK medical schools. RESULTS: The palliative care course was established through active planning (13/30, 43%), ad hoc development (10, 33%) or combination of approaches (7, 23%). The place of palliative care teaching within the curriculum varied. A student-selected palliative care component was offered by 29/30 (97%). All medical schools sought student feedback. The course was reviewed in 26/30 (87%) but not in 4. Similarly, a course organiser was responsible for the palliative care programme in 26/30 but not in 4. A total of 22 respondents spent a mean of 3.9 h (median 2.5)/week in supporting/delivering palliative care education (<1-16 h). In all, 17/29 (59%) had attended a teaching course or shared duties with a colleague who had done so. Course organisers received titular recognition in 18/27 (67%; no title 9 (33%); unknown 3 (11%)). An academic department of Palliative Medicine existed in 12/30 (40%) medical schools. Funding was not universally transparent. Palliative care teaching was associated with some form of funding in 20/30 (66%). CONCLUSION: Development, organisation, course evaluation and funding for palliative care teaching at UK medical schools are variable. This may have implications for delivery of effective palliative care education for medical students.
BACKGROUND: A proportion of newly qualified doctors report feeling unprepared to manage patients with palliative care and end-of-life needs. This may be related to barriers within their institution during undergraduate training. Information is limited regarding the current organisation of palliative care teaching across UK medical schools. AIMS: To investigate the evolution and structure of palliative care teaching at UK medical schools. DESIGN: Anonymised, web-based questionnaire. Settings/participants: Results were obtained from palliative care course organisers at all 30 UK medical schools. RESULTS: The palliative care course was established through active planning (13/30, 43%), ad hoc development (10, 33%) or combination of approaches (7, 23%). The place of palliative care teaching within the curriculum varied. A student-selected palliative care component was offered by 29/30 (97%). All medical schools sought student feedback. The course was reviewed in 26/30 (87%) but not in 4. Similarly, a course organiser was responsible for the palliative care programme in 26/30 but not in 4. A total of 22 respondents spent a mean of 3.9 h (median 2.5)/week in supporting/delivering palliative care education (<1-16 h). In all, 17/29 (59%) had attended a teaching course or shared duties with a colleague who had done so. Course organisers received titular recognition in 18/27 (67%; no title 9 (33%); unknown 3 (11%)). An academic department of Palliative Medicine existed in 12/30 (40%) medical schools. Funding was not universally transparent. Palliative care teaching was associated with some form of funding in 20/30 (66%). CONCLUSION: Development, organisation, course evaluation and funding for palliative care teaching at UK medical schools are variable. This may have implications for delivery of effective palliative care education for medical students.
Entities:
Keywords:
Palliative care; data collection; education medical undergraduate; medical education; students medical; terminal care
Authors: Danica Rotar Pavlič; Diederik Aarendonk; Johan Wens; José Augusto Rodrigues Simões; Marie Lynch; Scott Murray Journal: Prim Health Care Res Dev Date: 2019-09-18 Impact factor: 1.458
Authors: Nicola White; Linda Jm Oostendorp; Christopher Tomlinson; Sarah Yardley; Federico Ricciardi; Hülya Gökalp; Ollie Minton; Jason W Boland; Ben Clark; Priscilla Harries; Patrick Stone Journal: Palliat Med Date: 2019-11-14 Impact factor: 4.762