Jack K H Pun 1 , Ka Man Cheung 2 , Chung Hang James Chow 2 Show Affiliations »
Abstract
BACKGROUND: Without a well-rounded syllabus to teach end-of-life (EOL) communication, medical providers find it challenging to enhance their patients' quality of life at the final stage of life. AIM: The aim of this scoping review was to explore studies about the teaching of EOL communication and to detail how educators can approach the teaching of EOL communication. METHODS: A scoping review of both qualitative and quantitative studies was conducted according to the methodological framework of scoping review. The PsycINFO, PubMed, ERIC, CINAHL and EMBASE databases were searched for studies using the keywords 'teach', 'educat*', 'end of life', 'terminal care', 'communication' and 'palliative care'. Sixteen studies were appraised, and none was rejected on the grounds of quality. RESULTS: The search strategy yielded 22 278 entries and 16 studies were included. Two themes were identified from the priorities in teaching EOL communication: (1) challenges to teaching EOL communication and (2) methods of teaching EOL communication. To present a comprehensive overview of EOL communication teaching, we provide directions for priorities of topics and approaches when teaching EOL communication. CONCLUSIONS: The review detailed the complexity of teaching EOL communication, which indicates the need for a well-rounded syllabus that includes skills such as non-verbal social cues, communication strategies and understanding EOL communication in various cultural contexts to facilitate a well-rounded EOL communication experience for students' future practice. © Author(s) (or their employer(s)) 2022. No commercial re-use. See rights and permissions. Published by BMJ.
BACKGROUND: Without a well-rounded syllabus to teach end-of-life (EOL) communication, medical providers find it challenging to enhance their patients' quality of life at the final stage of life. AIM: The aim of this scoping review was to explore studies about the teaching of EOL communication and to detail how educators can approach the teaching of EOL communication. METHODS: A scoping review of both qualitative and quantitative studies was conducted according to the methodological framework of scoping review. The PsycINFO, PubMed, ERIC, CINAHL and EMBASE databases were searched for studies using the keywords 'teach', 'educat*', 'end of life', 'terminal care', 'communication' and 'palliative care'. Sixteen studies were appraised, and none was rejected on the grounds of quality. RESULTS: The search strategy yielded 22 278 entries and 16 studies were included. Two themes were identified from the priorities in teaching EOL communication: (1) challenges to teaching EOL communication and (2) methods of teaching EOL communication. To present a comprehensive overview of EOL communication teaching, we provide directions for priorities of topics and approaches when teaching EOL communication. CONCLUSIONS: The review detailed the complexity of teaching EOL communication, which indicates the need for a well-rounded syllabus that includes skills such as non-verbal social cues, communication strategies and understanding EOL communication in various cultural contexts to facilitate a well-rounded EOL communication experience for students' future practice. © Author(s) (or their employer(s)) 2022. No commercial re-use. See rights and permissions. Published by BMJ.
Entities: Chemical
Keywords:
cancer; communication; education and training; end of life care; terminal care
Year: 2021
PMID： 34649838 DOI： 10.1136/bmjspcare-2020-002725
Source DB: PubMed Journal: BMJ Support Palliat Care ISSN： 2045-435X Impact factor: 4.633