Article
Education & Educational Research
Lis Heath, Richard Egan, Ella Iosua, Robert Walker, Jean Ross, Rod MacLeod
Summary: Palliative and end of life care is included in undergraduate teaching in all medical schools in New Zealand, but there are gaps in content, minimal formal assessment, and limited contact with specialist palliative care services. Lack of teaching staff and pressure on curriculum time are the main barriers to further curriculum development.
BMC MEDICAL EDUCATION
(2022)
Article
Education & Educational Research
Rima Chakrabarti, Katie Wardle, Tor Wright, Taylor Bennie, Faye Gishen
Summary: Feedback from medical students at UCLMS indicated a lack of clarity regarding curriculum content and assessment. To address this, a specialist team established a Curriculum Map (CM) with input from students to ensure it remained student-centred. Students expressed a desire for a comprehensive, simple, aligned, and useful CM to monitor their progress.
BMC MEDICAL EDUCATION
(2021)
Article
Public, Environmental & Occupational Health
Inas S. Khayal, Amber E. Barnato
Summary: The diffusion of palliative care has been rapid, but there is uncertainty regarding its specific functions. Using a systems modeling approach, we developed a concrete system model of palliative care providers to connect their functions with system-level mechanisms.
SOCIAL SCIENCE & MEDICINE
(2022)
Article
Education & Educational Research
Jumanah Essa-Hadad, Mary C. J. Rudolf, Noah Mani, Lilach Malatskey
Summary: This study utilized a mixed methodology to explore the extent of lifestyle medicine teaching in medical education and its impact on medical students. Based on the mapping process, it was found that there is a need for the integration of competency-based, experiential teaching in the curriculum, particularly in the clinical years. Students showed confidence in providing general lifestyle medicine counseling but had lower confidence in specific areas such as exercise, nutrition, stress, sleep, and sexuality. Staff recognized the importance of lifestyle medicine but faced challenges such as time limitations and the need for external experts.
BMC MEDICAL EDUCATION
(2022)
Review
Nursing
Sylvia Nilsson, Jo Gibson, Catherine Paterson, Patrick Crookes
Summary: This review study demonstrates for the first time that there is minimal primary research evidence on generalist palliative care content in international undergraduate nursing curricula, with varying methodological quality and inconsistencies between studies reporting curriculum and what is actually taught. Further research is needed to develop evidence-based generalist palliative care content for undergraduate nursing curricula.
NURSE EDUCATION IN PRACTICE
(2022)
Article
Education & Educational Research
Thana Harhara, Halah Ibrahim
Summary: This study assessed the status of palliative care education in medical schools in the UAE and identified barriers to successful implementation of a palliative care curriculum, including lack of student awareness and interest, inconsistent clinical exposure, and limited specialized faculty. Understanding these challenges can help inform educational interventions to improve palliative care knowledge and skills for UAE medical students.
BMC MEDICAL EDUCATION
(2021)
Article
Education & Educational Research
Amro K. Bin Abdulrahman, Abdulrahman Yousef Aldayel, Khalid A. Bin Abdulrahman, Yousef Rafat Bukhari, Yazeed Almotairy, Saleh Aloyouny, Hamad Qabha, Mansour Almadi, Mohammed Almasri, Abdulaziz Alasmari, Abdullah Alghamdi, Yasir Alotaibi, Abdulmajeed Bin Dahmash, Muteb Mousa Alharbi, Asem M. Shadid
Summary: This study examined the inclusion of core topics in the undergraduate medical curricula in Saudi Arabia. The majority of core topics were found to be included, although some subjects such as complementary and alternative medicine and the history of medicine were taught less frequently.
BMC MEDICAL EDUCATION
(2022)
Article
Oncology
Maria Eduarda Couto, Jose Ferraz-Goncalves
Summary: Palliative care for hematologic patients presents unique challenges and requires more health education programs and policy reforms to enhance specialized care in hematology.
SUPPORTIVE CARE IN CANCER
(2021)
Article
Nursing
Pilaiporn Sukcharoen, Jidapa Polruk, Sununta Lukthitikul, Sadakan Eamchunprathip, Raphatphorn Petchsuk
Summary: This study aims to investigate the experiences of providing palliative care in the Intensive Care Unit (ICU). The results suggest that nursing students should be aware of their own feelings, be able to provide humanistic care, and enable patients to live with dignity.
Article
Health Care Sciences & Services
Veronique Toussaint, Piret Paal, Rainer Simader, Frank Elsner
Summary: This study investigates the state of undergraduate palliative care education at Austrian medical schools. The findings show that the education is very heterogeneous and does not meet the minimum standards recommended by the European Association for Palliative Care (EAPC). However, some universities are planning measures to expand palliative care teaching, such as introducing mandatory teaching or establishing new teaching formats. Better coordination and networking within and between universities would be beneficial for the expansion and improvement of teaching.
BMC PALLIATIVE CARE
(2023)
Article
Health Policy & Services
Frank Elsner, Anne Muller, Woukelyne Gil, Piret Paal
Summary: This study highlights the importance of undergraduate palliative care education at medical schools and suggests that palliative care should be a mandatory subject for all undergraduate medical students. It also recommends the development of new teaching methods to enhance communication and cultural safety. Cooperation and exchange of expertise among medical schools are proposed to improve palliative care education.
PALLIATIVE & SUPPORTIVE CARE
(2022)
Review
Health Care Sciences & Services
Shirley H. Bush, Valerie Gratton, Monisha Kabir, Paula Enright, Pamela A. Grassau, Jill Rice, Pippa Hall
Summary: Previous literature shows the need for improvement in palliative care training for medical students globally. Our university has developed a comprehensive palliative care curriculum for medical undergraduates to address the increasing demand for enhanced access to palliative care.
JOURNAL OF PALLIATIVE CARE
(2021)
Article
Health Care Sciences & Services
Nicola White, Linda J. M. Oostendorp, Ollie Minton, Sarah Yardley, Patrick Stone
Summary: Training in end-of-life care (EOLC) varies across courses and professions, indicating a lack of consistency. Further research is needed to address identified barriers and improve the current training.
BMJ SUPPORTIVE & PALLIATIVE CARE
(2022)
Article
Medicine, General & Internal
Maria Herrera-Abian, Raul Castaneda-Vozmediano, Cristina Anton-Rodriguez, Domingo Palacios-Cena, Luz Maria Gonzalez-Morales, Bernadette Pfang, Antonio Noguera
Summary: Understanding patient and caregiver experience is crucial for person-centered care, especially in palliative care. This study aimed to compare the experiences of family caregivers in PCU and non-PCU units during their loved ones' last hospital admission. Differences were observed in terms of scientific appropriateness of care and person-centered care between the two groups.
ANNALS OF MEDICINE
(2023)
Review
Medicine, General & Internal
Meklit Endalcachew, Jennifer Deberg, Melissa Swee, Manish Suneja, Bharat Kumar
Summary: This article aims to systematically review the literature on professional identity formation among undergraduate pre-medical students in order to gain a better understanding of how their experiences impact their professional identity development. The findings will help identify gaps in the literature, characterize professional identity formation in the context of undergraduate pre-medical track, and provide strategies for facilitating professional identity formation among these students.
SYSTEMATIC REVIEWS
(2023)