Undergraduate training in palliative medicine: is more necessarily better?
- 1 February 2010
- journal article
- research article
- Published by SAGE Publications in Palliative Medicine
- Vol. 24 (3), 306-309
- https://doi.org/10.1177/0269216309351867
Abstract
The General Medical Council’s call to modernize medical education prompted the University of Liverpool Medical School to develop a new undergraduate programme, integrating palliative medicine as ‘core’ curricula. Following successful piloting, the palliative medicine training programme was further developed and expanded. This paper examines whether the additional investment produces improved outcomes. In 1999, fourth year undergraduate medical students (Cohort 1, n = 217) undertook a 2-week pilot education programme in palliative medicine. Subsequently, the training programme was refined and extended, incorporating advanced communication skills training, an ethics project and individual case presentations (Cohort 2, n = 443). Congruent with the study’s theoretical driver of self-efficacy, both cohorts were surveyed pre- and post-programme with validated measures of: (i) self-efficacy in palliative care scale; (ii) thanatophobia scale. No significant differences between cohorts’ pre-programme scores were identified. Within each cohort, statistically and educationally significant post-education improvements were recorded in both scales. Further post-education analysis indicated that the extended programme produces significantly greater improvements in all domains of the self-efficacy in palliative care scale (communication, t =—7.28, patient management, t =—5.96, multidisciplinary team-working t =—3.77 at p < 0.000), but not thanatophobia. Although improvements were recorded in both cohorts, participation in the extended education programme resulted in further statistically significant gains. Interpreted through the theoretical model employed, improved self-efficacy and outcome expectancies will result in behavioural change that leads to improved practice and better patient care.This publication has 10 references indexed in Scilit:
- Preparing for palliative medicine; evaluation of an education programme for fourth year medical undergraduatesPalliative Medicine, 2008
- Death in the critical care settingCurrent Anaesthesia & Critical Care, 2006
- A systematic review of teaching and learning in palliative care within the medical undergraduate curriculumMedical Teacher, 2004
- Assessing undergraduate palliative care education: validity and reliability of two scales examining perceived efficacy and outcome expectancies in palliative careMedical Education, 2004
- Preparation for palliative care: teaching about death, dying and bereavement in UK medical schools 2000-2001Medical Education, 2002
- Self-Efficacy and OSCE Performance Among Second Year Medical StudentsAdvances in Health Sciences Education, 2001
- Perceived Skills in Palliative Medicine of Newly Qualified Doctors in the U.K.Journal of Palliative Care, 2000
- Caring for Terminally ILL Persons: Comparative Analysis of Attitudes (Thanatophobia) of Practicing Physicians, Student Nurses, and Medical StudentsPsychological Reports, 1998
- The use of multidisciplinary consensus groups in the planning phase of an integrated problem‐based curriculumMedical Education, 1998
- The preparedness of students to discuss end-of-life issues with patientsAcademic Medicine, 1998