Twelve tips for developing palliative care teaching in an undergraduate curriculum for medical students

Boland, Jason W.; Barclay, Stephen; Gibbins, Jane

Abstract

Palliative care is the holistic care of patients with advanced, progressive incurable illness. Palliative care is well recognized as an essential component of medical student curricula. However, teaching is variable within medical schools. Using current literature, these tips aim to highlight key points necessary to facilitate the development and delivery of palliative care teaching to medical students. The key practice points include: clinical exposure to patients with palliative care needs and those that are dying, being compulsory (and integrated) across the course, summative and formative assessments to encourage learning, support from within the university for curricular time and development, visits to a hospice/inpatient palliative care facility, emphasis on clinically based learning later in the course, teaching by specialists in palliative care as well as specialists in other areas including Family Doctors/General Practitioners, innovative teaching methods and inter-professional learning to develop teaching.

Citation

Boland, J. W., Barclay, S., & Gibbins, J. (2019). Twelve tips for developing palliative care teaching in an undergraduate curriculum for medical students. Medical Teacher, 41(12), 1359-1365. https://doi.org/10.1080/0142159X.2018.1533243

• Journal Article Type: Article
• Acceptance Date: Nov 3, 2018
• Online Publication Date: Jan 28, 2019
• Publication Date: Dec 2, 2019
• Deposit Date: Jan 31, 2019
• Publicly Available Date: Jan 29, 2020
• Journal: Medical Teacher
• Print ISSN: 0142-159X
• Electronic ISSN: 1466-187X
• Publisher: Taylor and Francis
• Peer Reviewed: Peer Reviewed
• Volume: 41
• Issue: 12
• Pages: 1359-1365
• DOI: https://doi.org/10.1080/0142159X.2018.1533243
• Keywords: Education; General Medicine
• Public URL: https://hull-repository.worktribe.com/output/1253026
• Publisher URL: https://www.tandfonline.com/doi/full/10.1080/0142159X.2018.1533243
• Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Medical teacher on 28/01/2019, available online: http://www.tandfonline.com/10.1080/0142159X.2018.1533243