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Continuing care describes the variety of health, personal, and social services provided over a prolonged period. The need for continuing care is increasing because people are living longer. Many people do not have families or others to care for them. Continuing care is mainly for patients who are disabled, functionally dependent, or suffering from a terminal disease. It is available within institutional settings or in homes. Examples include nursing centers or facilities, assisted living,...
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Palliative Care teaching in Germany - concepts and future developments.

B Ilse1, J Hildebrandt, J Posselt

  • 1Jena University, Medical faculty, Jena, Germany.

GMS Zeitschrift Fur Medizinische Ausbildung
|June 28, 2012
PubMed
Summary
This summary is machine-generated.

Palliative care education in German medical schools shows varied implementation of the new curriculum. Despite diverse approaches, efforts focus on high-quality teaching for terminally ill patients, highlighting interdisciplinary collaboration.

Keywords:
Palliative carecross-disciplinary subjectcurriculumexaminational didacticsimplementation process

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Area of Science:

  • Medical Education
  • Palliative Care
  • Curriculum Development

Background:

  • The 2009 Medical Licensure Act (ÄApprO) mandated palliative care (Q13) as a compulsory undergraduate subject in Germany.
  • Implementation was required before August 2013, with substantiation needed for the October 2014 medical exams.
  • Previous surveys indicated diverse palliative care teaching structures across German medical faculties.

Purpose of the Study:

  • To ascertain current and future plans for palliative care (Q13) content and examination at German medical faculties.
  • To evaluate the implementation status of the mandatory palliative care curriculum following the ÄApprO modifications.

Main Methods:

  • A bi-annual survey on palliative care teaching by the German Medical Students' Association (bvmd) since 2006.
  • An online survey designed and piloted in May 2010, followed by a one-month data collection period.
  • Descriptive data assessment of the survey responses from participating medical faculties.

Main Results:

  • 31 of 36 German medical faculties participated; 15 already taught according to ÄApprO, with 3 more introducing Q13 in 2012.
  • 15 faculties had existing curricula, partly based on DGP guidelines; 6 were implementing without a dedicated curriculum.
  • Most faculties planned 21-40 course hours, primarily lectures/seminars, with multiple-choice exams; independent palliative care chairs correlated with higher implementation rates.

Conclusions:

  • Significant divergence exists in infrastructural prerequisites and implementation of the palliative care curriculum (Q13) across German medical faculties.
  • Efforts to ensure high-quality teaching for severely and terminally ill patients are evident, influenced by dedicated palliative medicine chairs.
  • The involvement of diverse occupational groups underscores the interdisciplinary and multi-professional nature of palliative care education.