PDF(Pubmed)
Abstract：
OBJECTIVE: Despite recommendations that palliative care education should be in all health professional programmes, such education is ad-hoc and variable. To reduce variability, the European Association of Palliative Care (EAPC) published a comprehensive guideline for curricula development. This study evaluates a new palliative and end-of-life care course for medical undergraduates aligned with the EAPC guidelines, focusing on knowledge, skills and attitudes.
METHODS: Final-year medical students were surveyed using two validated questionnaires: Self Efficacy in Palliative Care (SEP-C) and Thanatophobia scale (TS). We compared the intervention group, that were exposed to an integrated palliative medicine course throughout the three clinical years, with a control group that were not exposed to the new educational intervention.
RESULTS: For self-efficacy, the intervention group had statistically significantly higher scores than the control arm. The control group had high scores compared with international data. Positive attitudes to dying patients were low and did not differ between the two groups.
CONCLUSIONS: A well-designed palliative and end-of-life curriculum that is aligned to EAPC guidelines increases the self-efficacy of medical students in managing palliative patients but has little effect on attitudes to dying people. This is likely to be influenced by other factors such as the need for experiential learning.
METHODS: Final-year medical students were surveyed using two validated questionnaires: Self Efficacy in Palliative Care (SEP-C) and Thanatophobia scale (TS). We compared the intervention group, that were exposed to an integrated palliative medicine course throughout the three clinical years, with a control group that were not exposed to the new educational intervention.
RESULTS: For self-efficacy, the intervention group had statistically significantly higher scores than the control arm. The control group had high scores compared with international data. Positive attitudes to dying patients were low and did not differ between the two groups.
CONCLUSIONS: A well-designed palliative and end-of-life curriculum that is aligned to EAPC guidelines increases the self-efficacy of medical students in managing palliative patients but has little effect on attitudes to dying people. This is likely to be influenced by other factors such as the need for experiential learning.
摘要：
目标：尽管建议姑息治疗教育应纳入所有卫生专业计划，这种教育是临时的和可变的。为了减少可变性，欧洲姑息治疗协会(EAPC)发布了全面的课程开发指南.这项研究评估了符合EAPC指南的医学本科生的新姑息治疗和临终关怀课程。专注于知识，技能和态度。
方法：使用两个有效的问卷：姑息治疗中的自我效能感（SEP-C）和Thanatophophia量表（TS）对最后一年的医学生进行调查。我们比较了干预组，在整个三个临床年中都接受了综合姑息医学课程，对照组没有接受新的教育干预。
结果：对于自我效能感，干预组的评分明显高于对照组.对照组与国际数据相比得分较高。对垂死患者的积极态度较低，两组之间没有差异。
结论：与EAPC指南一致的精心设计的姑息和临终课程提高了医学生在管理姑息患者方面的自我效能，但对临终者的态度影响不大。这可能会受到其他因素的影响，例如体验式学习的需要。
方法：使用两个有效的问卷：姑息治疗中的自我效能感（SEP-C）和Thanatophophia量表（TS）对最后一年的医学生进行调查。我们比较了干预组，在整个三个临床年中都接受了综合姑息医学课程，对照组没有接受新的教育干预。
结果：对于自我效能感，干预组的评分明显高于对照组.对照组与国际数据相比得分较高。对垂死患者的积极态度较低，两组之间没有差异。
结论：与EAPC指南一致的精心设计的姑息和临终课程提高了医学生在管理姑息患者方面的自我效能，但对临终者的态度影响不大。这可能会受到其他因素的影响，例如体验式学习的需要。
