Walker, S;
Gibbins, J;
Paes, P;
Adams, A;
Chandratilake, M;
Gishen, F;
Lodge, P;
... Barclay, S; + view all
(2017)
Palliative care education for medical students: Differences in course evolution, organisation, evaluation and funding: A survey of all UK medical schools.
Palliative Medicine
, 31
(6)
pp. 575-581.
10.1177/0269216316671279.
Preview |
Text
Gishen_Organisation PC teaching medical students FINAL 30 12 2015.pdf - Accepted Version Download (595kB) | Preview |
Abstract
Background: A proportion of newly qualified doctors report feeling unprepared to manage patients with palliative care and end-of-life needs. This may be related to barriers within their institution during undergraduate training. Information is limited regarding the current organisation of palliative care teaching across UK medical schools. Aims: To investigate the evolution and structure of palliative care teaching at UK medical schools. Design: Anonymised, web-based questionnaire. Settings/participants: Results were obtained from palliative care course organisers at all 30 UK medical schools. Results: The palliative care course was established through active planning (13/30, 43%), ad hoc development (10, 33%) or combination of approaches (7, 23%). The place of palliative care teaching within the curriculum varied. A student-selected palliative care component was offered by 29/30 (97%). All medical schools sought student feedback. The course was reviewed in 26/30 (87%) but not in 4. Similarly, a course organiser was responsible for the palliative care programme in 26/30 but not in 4. A total of 22 respondents spent a mean of 3.9 h (median 2.5)/week in supporting/delivering palliative care education (<1–16 h). In all, 17/29 (59%) had attended a teaching course or shared duties with a colleague who had done so. Course organisers received titular recognition in 18/27 (67%; no title 9 (33%); unknown 3 (11%)). An academic department of Palliative Medicine existed in 12/30 (40%) medical schools. Funding was not universally transparent. Palliative care teaching was associated with some form of funding in 20/30 (66%). Conclusion: Development, organisation, course evaluation and funding for palliative care teaching at UK medical schools are variable. This may have implications for delivery of effective palliative care education for medical students.
| Type: | Article |
|---|---|
| Title: | Palliative care education for medical students: Differences in course evolution, organisation, evaluation and funding: A survey of all UK medical schools |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1177/0269216316671279 |
| Publisher version: | http://dx.doi.org/10.1177/0269216316671279 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Palliative care, terminal care, medical education, education medical undergraduate, students medical, data collection |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Medical Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Medical Sciences > UCL Medical School |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10100188 |
Archive Staff Only
 |
View Item |
