Institutionalization of a palliative and end-of-life care educational program in a medical school curriculum.
Institutionalization of a palliative and end-of-life care educational program in a medical school curriculum.
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在医学院课程中将姑息治疗和临终关怀教育计划制度化。
DOI：
10.1089/109662101753381683
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发表时间：
2001
期刊：
影响因子：
--
通讯作者：
Kutner,JS
中科院分区：
文献类型：
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作者：
Ross,DD;Fraser,HC;Kutner,JS
在国家癌症研究所 R25 拨款的支持下，我们组建了一个多学科团队，在我们的医学院课程中设计、实施、评估和制度化培训计划，使所有学生毕业时具备姑息治疗和临终关怀的基本能力。 1994 年秋天，我们广泛审查了医学课程，以确定整合新教育模块的需求和最佳地点。我们发现一年级和三年级最适合我们的目的；因此，针对作为学习者的新生和初级医学生的行为目标是为姑息治疗和临终关怀领域设计的。到 1996 年，与医学院课程委员会和个别课程导师的谈判获得了许可和时间分配，以将新课程作业作为必需的内容。我们将大约 20 小时的所需培训纳入医学院课程，通过利用小组学习、教学演示、课外作业和实习/体验式教学方法的模块来完成。新生课程包括一个 3 小时的模块，考虑医生在临终关怀中的作用。大三培训包括 1 小时的预先指示模块以及 16 小时的临终关怀和临终关怀课堂和实习课程。基于表现的评估显示学生实现了行为目标。此外，学生们认为培训受益匪浅，并得出结论认为，姑息治疗教育应该成为他们医学院经历的必要组成部分。 2000年9月，医学院的临床年委员会正式将姑息治疗和临终关怀培训模块指定为课程的必修部分，并以圆满完成毕业要求。
Stimulated by support from an R25 grant from the National Cancer Institute, we assembled a multidisciplinary team to design, implement, evaluate, and institutionalize in our medical school curriculum a training program to enable all students to graduate with basic competency in palliative and end-of-life care. In the fall of 1994, we reviewed the medical curriculum extensively to determine the need and optimal sites for integration of new educational modules. The freshman and junior years were found most suitable for our purposes; hence, behavioral objectives targeted at the freshman and junior medical student as learner were designed for the domain of palliative and end-of-life care. By 1996, negotiations with the medical school curriculum committee and with individual course masters secured permission and time allotments to include new coursework as required elements. We integrated approximately 20 hours of required training into the medical school curriculum, accomplished by modules that utilized small group learning, didactic presentations, out-of-classroom assignments, and practicum/experiential teaching methods. Freshman year curriculum consisted of a 3-hour module that considers the role of the physician in end-of-life care. Junior year training included a 1-hour module on advance directives and a 16-hour classroom and practicum course on hospice and end-of-life care. Performance-based assessment revealed that the students achieved the behavioral objectives. Furthermore, the students perceived benefit from the training and concluded that palliative care education should be a required part of their medical school experience. In September 2000, the medical school's Clinical Years Committee officially designated the palliative and end-of-life care training modules a mandatory part of the curriculum, with satisfactory completion a requirement for graduation.