Geriatric Residents' Perceptions of Training for Good Dying: A Qualitative Case Study in Colombia

Death is a universal phenomenon influenced by cultural, social and religious factors. Despite its relevance to medical practice, geriatric residents often lack formal education on how to support patients in the dying process.

A qualitative case study design was conducted at a tertiary care hospital in Bogotá, Colombia. Twelve first and final-year medical residents were interviewed. The interviews were recorded, transcribed and analysed through triangulation with theoretical references and curricular documents from the geriatric residency programme.

Training in 'good dying' was found to be variable, encompassing four core components (symptom control, communication, bioethics and psychosocial support). Key learning strategies identified included theoretical review, artistic representation, role-playing and reflection spaces. Teaching was strongly influenced by modulating factors such as the role models provided by faculty and senior residents and the deficiency of an explicit curriculum. Near-peer learning and faculty role modelling emerged as central influences shaping residents' approaches to death and good dying, often outweighing formal curricular content.

Training in good dying within geriatric residency was characterised by reliance on experiential and relational learning, with senior residents acting as key mediators of the hidden curriculum. Making these educational mechanisms explicit may support more coherent and intentional approaches to end-of-life training. The explicit inclusion of promoting good dying in the academic curriculum is recommended. This would improve student training, optimise learning outcomes and ensure more comprehensive and humane care for patients at the end of life.