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Simulation Topics for Palliative Medicine Specialty Training: A Two-Phase Needs Assessment for Curriculum

Laurie Lemieux1, Kathryn Nichol2, Purnima Rao3

  • 1Division of Palliative Medicine, University of Calgary, Calgary, Canada.

Journal of Palliative Medicine
|February 4, 2026
PubMed
Summary
This summary is machine-generated.

This study identifies key simulation topics for palliative medicine training, including complex symptom management and emergencies. The findings will guide the development of a structured curriculum to enhance specialty education.

Keywords:
needs assessmentpalliative medicineresidency educationsimulation curriculum

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Area of Science:

  • Medical Education
  • Palliative Care
  • Simulation-Based Learning

Background:

  • Simulation use in palliative medicine is limited, primarily to communication and pain management.
  • A structured simulation curriculum is needed for complex symptom management and emergencies in palliative medicine.
  • Current training lacks a systematic approach to simulation for advanced palliative care.

Purpose of the Study:

  • To identify and prioritize crucial clinical topics for palliative medicine specialty training simulation curriculum.
  • To establish a consensus-driven list of high-priority simulation topics.
  • To inform the development of a comprehensive palliative medicine simulation curriculum.

Main Methods:

  • Utilized Kern's six-step curriculum development model.
  • Conducted a two-phase needs assessment: a survey of 101 palliative care practitioners and a Delphi method consensus study with 46 participants.
  • Employed a systematic approach to identify and prioritize simulation training needs.

Main Results:

  • Identified ten high-priority simulation topics: dyspnea crisis, complex pain management, acute pain crisis, terminal agitated delirium, airway obstruction, existential distress, palliative sedation, intractable nausea and vomiting, opioid use disorder, and ventilatory support withdrawal.
  • These topics align with competency-based education and entrustable professional activities.
  • Prioritized topics address critical and complex clinical scenarios in palliative medicine.

Conclusions:

  • The study addresses a significant gap in simulation-based training for complex and emergent palliative care situations.
  • Future steps involve validation with program directors and resource mapping for curriculum development.
  • This work supports a collaborative effort to advance palliative medicine specialty education through simulation.