Palliative Care Curriculum for 3rd-Year Medical Students

描述（由申请人提供）：医学生关于临终关怀、姑息治疗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门课程。 流行的医学院课程受到限制，主要是在临床前几年提供教学课程。 因此，需要开发一个可以纳入现有的、已经完整的医学院课程的课程。 多年来，我们一直对圣地亚哥临终关怀姑息研究中心的医学生教育感兴趣。 我们的经验与16个小时的课程作为医学大三轮换的一部分，表明需要一个更长，更结构化的课程。 我们成功地试行了一个32小时的课程的可行性，看看评估措施是否显示出变化的证据。 我们建议学习32小时的临终关怀和姑息医学课程。 课程旨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医院的病人护理，这是加州大学圣地亚哥分校的一个教学和研究机构。 他们在24张病床的住院部和450名患者普查家庭护理计划中看到患者。 在最后一天，他们介绍了一个病人，他们已经看到使用结构化的“整体病人评估”的背景下，跨学科的团队讨论。 他们向同学们展示一个主题，并展示一个“个人项目”，代表他们个人对姑息治疗主题的参与。 课程将通过能力、态度和关注的自我评估以及50个知识问题的测试进行评估。 评估将在课程开始前，课程结束时，大四期间和住院期间进行。 数据将与没有参加过课程的居民以及参加另一项教育研究的居民和教师进行比较。

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.