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Teaching the difficult-to-teach topics.

Anna MacPherson1, Iain Lawrie, Sarah Collins

  • 1East Lancashire Hospitals NHS Trust, Blackburn, UK.

BMJ Supportive & Palliative Care
|March 20, 2014
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Summary
This summary is machine-generated.

Integrating palliative care education early in medical school is crucial. This study shows patient and carer experiences effectively teach medical students essential attitudinal aspects of holistic care.

Keywords:
CarersEducation and trainingExperiencePatientsSignificant illnessSupportive care

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Area of Science:

  • Medical Education
  • Palliative Medicine
  • Healthcare Professional Training

Background:

  • Palliative medicine education should be integrated throughout medical undergraduate curricula.
  • Key areas include symptom control, teamwork, and understanding patient/carer perspectives.
  • Effective integration and teaching methods vary considerably.

Purpose of the Study:

  • To outline a method for teaching attitudinal concepts in palliative care to early-stage medical students.
  • To utilize patient/carer experiences and multidisciplinary teams for early undergraduate education.
  • To emphasize the broad relevance of palliative care and holistic approaches.

Main Methods:

  • Small group discussions involving patients, carers, and multidisciplinary team members.
  • Sessions led by real-life experiences of illness and care.
  • Facilitated question-and-answer sessions led by medical students.

Main Results:

  • Positive evaluations from patients, carers, multidisciplinary teams, and palliative medicine doctors.
  • Achieved learning objectives related to patient perspectives, multidisciplinary working, and holistic care.
  • Facilitated discussions on professionalism within healthcare.

Conclusions:

  • Patient and carer narratives, alongside multidisciplinary team input, provide an effective early teaching method for palliative care attitudinal concepts.
  • This approach successfully imparts understanding of patient perspectives, holistic care, and teamwork.
  • The method is well-received and achieves key learning objectives in undergraduate palliative medicine education.