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Teaching and learning about terminal care.

D M Chaput de Saintonge, D W Littlejohns, D W Vere

    Medical Education
    |July 1, 1986
    PubMed
    Summary
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    This study compared medical student recall of terminal care topics taught over 11 years. Findings indicate varying perceived importance of terminal care aspects, with women emphasizing caring elements more than men.

    Area of Science:

    • Medical Education
    • Palliative Care Research

    Background:

    • The continuity of teaching and examination staff at London Hospital Medical College over 11 years provided a unique opportunity to assess curriculum retention.
    • Understanding student recall of terminal care is crucial for effective medical training.

    Purpose of the Study:

    • To compare taught content on terminal care with student recall in examinations.
    • To analyze changes in recall over an 11-year period.
    • To investigate potential gender differences in the recall of terminal care aspects.

    Main Methods:

    • Longitudinal analysis of examination content and student recall.
    • Comparison of curriculum delivery and student performance over an 11-year timeframe.
    • Statistical analysis to identify trends and significant differences in recall.

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    Main Results:

    • Perceived importance of terminal care aspects varied significantly, as reflected in examination recall.
    • Most taught material showed increased student recall over the 11-year study period.
    • Women recalled 'caring' aspects of terminal care more than men, a difference less pronounced for pain management and absent for analgesic pharmacology.

    Conclusions:

    • Student recall of terminal care reflects its perceived importance in examinations, which evolved over time.
    • Educational interventions may need to address gender-specific learning in palliative care.
    • The study highlights the dynamic nature of medical knowledge retention in terminal care.