Palliative Care Curriculum for 3rd-Year Medical Students

描述(申请人提供)：对医学生的临终关怀、临终关怀和临终关怀的教育很差。医学教育联络委员会(LCME)要求所有医学院教授这一科目。流行的医学院课程主要是在临床前几年提供教学课程，这一点受到限制。因此，有必要开发一种可以并入现有的、已经完整的医学院课程中的课程。 多年来，我们一直对圣地亚哥临终关怀研究中心的医学生教育感兴趣。作为医学大三轮换课程的一部分，我们对16小时课程的经验表明，需要更长、更有条理的课程。我们成功地试行了一个32小时的课程，以验证可行性，并看看评估措施是否显示出变化的证据。 我们建议学习一个32小时的临终关怀和姑息医学课程。课程的设计是为了在第一天介绍重要的知识和技能。然后，学生们参加圣地亚哥临终关怀中心的病人护理，该临终关怀中心是加州大学圣地亚哥分校的教学和研究分支机构。他们在拥有24张床位的住院病房和450名患者普查家庭护理计划中都能看到患者。在最后一天，他们展示了他们在跨学科团队讨论的背景下使用结构化的“整体患者评估”看到的一名患者。他们向同学介绍一个主题，并提出一个代表他们个人参与姑息治疗主题的“个人项目”。 课程将通过能力、态度和关注的自我评估和50个问题的知识测试进行评估。评估将在课程之前、课程结束时、大四期间和实习期间进行。数据将与没有参加过该课程的住院医生以及参与另一项教育研究的住院医生和教职员工进行比较。

DESCRIPTION (provided by applicant): Education of medical students about end-of-life care, palliative care and hospice care is poor. The Liaison Committee for Medical Education (LCME) requires all medical schools to teach this subject. Prevalent medical school curricula are limited by providing for primarily didactic courses in the preclinical years. Therefore, development of a curriculum that can be incorporated into existing, already full medical school curricula is needed. We have been interested in medical student education at the Center for Palliative Studies at San Diego Hospice for many years. Our experience with a 16-hour course as part of the junior year rotation in medicine suggested that a longer, more structured course was needed. We successfully piloted a 32-hour curriculum for feasibility and to see if evaluation measures showed evidence of changes. We propose to study a 32-hour curriculum in hospice and palliative medicine. The curriculum is designed to introduce important knowledge and skills on the first day. Then students participate in the care of patients of San Diego Hospice, a teaching and research affiliate of the University of California, San Diego. They see patients both in the 24-bed inpatient unit and in the 450 patient census home care program. On the last day, they present a patient they have seen using a structured "whole patient assessment" in the context of an interdisciplinary team discussion. They present a subject to their classmates and present a "personal project" that represents their personal engagement with the subject of palliative care. The course will be evaluated using a self-assessment of competencies, attitudes and concerns and a 50 question test of knowledge. An assessment will be performed before the course, at the end of the course, during the senior year, and during residency. Data will be compared with residents who have not been through the course as well as with residents and faculty participating in another study of education.