A systematic review of teaching and learning in palliative care within the medical undergraduate curriculum.
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| Title: | A systematic review of teaching and learning in palliative care within the medical undergraduate curriculum. |
|---|---|
| Authors: | Lloyd-Williams, Mari1 mlw@liv.ac.uk, MacLeod, Rod D.2 |
| Source: | Medical Teacher. Dec2004, Vol. 26 Issue 8, p683-690. 8p. |
| Subject Terms: | *Medical education, *Undergraduate programs, *Curriculum, Palliative treatment, Therapeutics, Medical care for older people |
| Abstract: | End of life care or palliative care has been acknowledged as important over the last 30 years and it is essential that doctors have core training in palliative care during their undergraduate training. There is little knowledge of the nature of teaching of palliative care within the undergraduate curriculum. This review was undertaken to determine the evidence to create an effective and appropriate undergraduate curriculum in palliative care. All relevant databases were electronically searched from 1966 until 2001 and selected contemporary work included. Key authors were contacted and grey literature and conference abstracts were searched. Efforts were made to quality grade any evaluation studies of teaching, learning and assessment. Two hundred and eighty abstract citations were obtained--192 papers were excluded due to lack of relevance to this study. Eighty-eight abstracts were obtained and forty-nine papers included in the review. There were no randomized controlled trials of educational interventions or open effect studies. All studies included were descriptive and were graded as level of evidence C. The main findings include lack of consistency in what undergraduates are taught about palliative care. Teaching tends to be fragmented, ad hoc and lacks co-ordination. There are difficulties in recruiting appropriate teachers. Palliative care is rarely formally assessed. Teaching focused more on the acquisition of knowledge and skills rather than attitudes. It is suggested that guidelines should be established within each medical school to develop an integrated curriculum for palliative care with due reference to the multidisciplinary nature of palliative care. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 15993042 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A systematic review of teaching and learning in palliative care within the medical undergraduate curriculum. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lloyd-Williams%2C+Mari%22">Lloyd-Williams, Mari</searchLink><relatesTo>1</relatesTo><i> mlw@liv.ac.uk</i><br /><searchLink fieldCode="AR" term="%22MacLeod%2C+Rod+D%2E%22">MacLeod, Rod D.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Dec2004, Vol. 26 Issue 8, p683-690. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Undergraduate+programs%22">Undergraduate programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Palliative+treatment%22">Palliative treatment</searchLink><br /><searchLink fieldCode="DE" term="%22Therapeutics%22">Therapeutics</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+care+for+older+people%22">Medical care for older people</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: End of life care or palliative care has been acknowledged as important over the last 30 years and it is essential that doctors have core training in palliative care during their undergraduate training. There is little knowledge of the nature of teaching of palliative care within the undergraduate curriculum. This review was undertaken to determine the evidence to create an effective and appropriate undergraduate curriculum in palliative care. All relevant databases were electronically searched from 1966 until 2001 and selected contemporary work included. Key authors were contacted and grey literature and conference abstracts were searched. Efforts were made to quality grade any evaluation studies of teaching, learning and assessment. Two hundred and eighty abstract citations were obtained--192 papers were excluded due to lack of relevance to this study. Eighty-eight abstracts were obtained and forty-nine papers included in the review. There were no randomized controlled trials of educational interventions or open effect studies. All studies included were descriptive and were graded as level of evidence C. The main findings include lack of consistency in what undergraduates are taught about palliative care. Teaching tends to be fragmented, ad hoc and lacks co-ordination. There are difficulties in recruiting appropriate teachers. Palliative care is rarely formally assessed. Teaching focused more on the acquisition of knowledge and skills rather than attitudes. It is suggested that guidelines should be established within each medical school to develop an integrated curriculum for palliative care with due reference to the multidisciplinary nature of palliative care. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=15993042 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/01421590400019575 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 683 Subjects: – SubjectFull: Medical education Type: general – SubjectFull: Undergraduate programs Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Palliative treatment Type: general – SubjectFull: Therapeutics Type: general – SubjectFull: Medical care for older people Type: general Titles: – TitleFull: A systematic review of teaching and learning in palliative care within the medical undergraduate curriculum. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lloyd-Williams, Mari – PersonEntity: Name: NameFull: MacLeod, Rod D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2004 Type: published Y: 2004 Identifiers: – Type: issn-print Value: 0142159X Numbering: – Type: volume Value: 26 – Type: issue Value: 8 Titles: – TitleFull: Medical Teacher Type: main |
| ResultId | 1 |
