The flipped classroom paradigm for teaching palliative care skills.
The flipped classroom paradigm for teaching palliative care skills.
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DOI：
10.1001/virtualmentor.2013.15.12.medu1-1312
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发表时间：
2013-12-01
期刊：
影响因子：
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通讯作者：
Basaviah, Preetha
中科院分区：
文献类型：
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作者：
Periyakoil, Vyjeyanthi S;Basaviah, Preetha
医学教育联络委员会(LCME)标准规定医学教育必须涵盖临终关怀的所有重要方面[1]。临终关怀学习被认为分为通过讲座教授的正式课程；通过临床经验传达的非正式课程；以及从行为中推断并隐含在生物医学文化中的“隐性课程”[2]。研究表明，既需要开发关于临终关怀主题的正式课程，也需要有重病患者的临床护理经验，以帮助医学生准备提供高质量的临终关怀[3]。医学院院长同意临终指导是医学课程的重要组成部分，但支持综合扩散方法，通过这种方法，将终生指导作为现有助理职位的一部分来提供[4]。虽然这一策略在理论上听起来是可行的，但在实践中，各种助理职位的非姑息治疗教师并不具备特定的EOL专业知识，因此可能无法有效地指导医学生核心姑息治疗技能和临床能力。因此，作为姑息治疗临床前培训的一部分，提供基于技能的沉浸式体验是至关重要的。
The Liaison Committee on Medical Education (LCME) standards state that medical education must cover all important aspects of end-of-life (EOL) care [1]. End-of-life care learning is thought to be categorized into formal curriculum taught in lectures; informal curriculum, conveyed through clinical experiences; and “hidden curriculum,” inferred from behaviors and implicit in the culture of biomedicine [2]. Research demonstrates both the need for development of formal curriculum on end-of-life topics and the importance of clinical care experiences with seriously ill patients to prepare medical students to provide quality end-of-life care [3]. Deans of medical schools agree that end-of-life instruction is an important part of the medical curriculum but support an integrative diffusion approach by which EOL instruction is provided as a part of the existing clerkships [4]. While this strategy may sound workable in theory, in practice non-palliative care faculty in the various clerkships do not have specific EOL expertise and thus may not be able to effectively mentor medical students on the core palliative care skills and clinical competencies. Hence, it is vitally important to provide skill-based immersive experiences as a part of preclinical training in palliative care.