AIMS: To ascertain if medical training provides adequate preparation for students regarding; (a) coming to terms with death and dying, (b) communication pertaining to terminal illness and (c) symptom control of the dying. METHODS: A questionnaire was distributed to all undergraduates in years 3 to 6, of the Otago Medical School, including all three clinical schools. The students were asked to rate their perceived abilities in given clinical situations. RESULTS: There were 392 replies giving ratings on a scale from 0, for least confidence in ability, to 5, for most confidence in ability. A mean rating of 2.45 was given for preparation prior to cadaver dissection. A mean rating of 2.31 was given overall for communication skills pertaining to terminal illness with an average increase of only 0.49 between years 3 and 6, but 1.89 in the area of symptom control, with an average increase of 2.32 between years 3 and 6. Many students stated that extra teaching was required, primarily in areas relating to communication. CONCLUSION: A challenge exists for medical teachers to increase curriculum content in this area and suggestions are given.
AIMS: To ascertain if medical training provides adequate preparation for students regarding; (a) coming to terms with death and dying, (b) communication pertaining to terminal illness and (c) symptom control of the dying. METHODS: A questionnaire was distributed to all undergraduates in years 3 to 6, of the Otago Medical School, including all three clinical schools. The students were asked to rate their perceived abilities in given clinical situations. RESULTS: There were 392 replies giving ratings on a scale from 0, for least confidence in ability, to 5, for most confidence in ability. A mean rating of 2.45 was given for preparation prior to cadaver dissection. A mean rating of 2.31 was given overall for communication skills pertaining to terminal illness with an average increase of only 0.49 between years 3 and 6, but 1.89 in the area of symptom control, with an average increase of 2.32 between years 3 and 6. Many students stated that extra teaching was required, primarily in areas relating to communication. CONCLUSION: A challenge exists for medical teachers to increase curriculum content in this area and suggestions are given.