End-of-life Education in the 3rd Year of Medical School

医学院第三年的临终教育

• 批准号: 7500102
• 负责人: DAVID BARNARD
• 金额: $ 28.3万
• 依托单位: UNIVERSITY OF PITTSBURGH AT PITTSBURGH
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-09-26 至 2010-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7500102
• 关键词: Ambulatory Care; Attitude; Behavior; Cancer Patient; Caring; Cessation of life; Class; Clinical; Clinical Clerkship; Clinical Skills; Communication; Databases; Development; Diagnosis; Disease; Distress; Education; Educational Curriculum; Educational Materials; Educational Status; Educational process of instructing; Emotional; Ensure; Exposure to; Faculty; Family; Family Practice; Feedback; Feeling; Focus Groups; Goals; Influentials; Instruction; Instructional Technology; Internet; Intervention; Just-in-time-concept; Knowledge; Learning; Life; Maintenance; Measures; Medical; Medical Education; Medical Students; Medicine; Monitor; Motivation; Neurology; Neurosciences; Online Systems; Operative Surgical Procedures; Outcome; Outcome Measure; Palliative Care; Patients; Pediatrics; Physician' s Role; Physician-Patient Relations; Physicians; Preparation; Process; Professional Role; Psychiatry; Psychological reinforcement; Purpose; Readiness; Relative (related person); Research Personnel; Residencies; Resources; Rewards; Rotation; Students; Surveys; Symptoms; System; Teaching Materials; Terminal Disease; Therapeutic; Time; Training; Translating; Universities; Vision; day; emotional reaction; end of life; end of life care; experience; improved; medical schools; news; role model; satisfaction; skills; willingness

DESCRIPTION (provided by applicant): The University of Pittsburgh School of Medicine proposes to enhance the third-year clinical clerkships' contribution to medical students' preparation to provide palliative care to cancer patients and others with advanced, life-limiting illnesses. The purpose of the third-year medical curriculum is not to produce the level of clinical expertise expected of residents or fellows. Rather, it is to provide students with opportunities to begin to apply-through observation, practice, and feedback-the principles of the physician-patient relationship, medical diagnosis, and treatment to the care of actual patients. The curriculum changes in this proposal aim to ensure that the principles that relate particularly to end-of-life care receive appropriate emphasis and reinforcement. The specific outcome aims of the proposal are to improve graduating students' (1) knowledge of core end-of-life tasks, (2) attitudes toward end-of-life care, (3) emotional comfort with dying patients, (4) satisfaction with their end-of- life instruction, and (5) feeling of preparedness to provide end-of-life care at the level of a medical intern. To achieve these outcomes, the proposal has the following process aims: (1) to provide faculty and residents with teaching materials and pedagogical strategies to help them take increased advantage of "teachable moments" related to end-of-life care in six required third-year clerkships: Medicine, Surgery, Clinical Neurosciences (Neurology and Psychiatry), Pediatrics, Family Medicine, and Ambulatory Care; (2) to develop and implement web-based instructional technologies (ePortfolios) that enable students to record systematically their exposure to end-of-life learning opportunities throughout the third year, and to receive just-in-time educational materials and feedback from faculty; (3) to match specific end-of-life learning objectives to the learning opportunities most likely to arise in particular clerkships, while monitoring students' exposure to the full end-of-life curriculum across the clerkship year as a whole; and (4) to provide easily accessible, non-threatening settings in which third-year medical students may explore their emotional reactions to their patients' terminal illnesses or deaths. Process and outcome measures for these aim s includ e maintenance of a centralized data base of student and faculty web activity, faculty, resident, and student surveys, student focus groups, and administration of a palliative care knowledge and attitude survey to the entire medical school class upon entering medical school, at the end of Year 2, and upon graduation.

描述（由申请人提供）：匹兹堡大学医学院提议提高三年级临床文员对医学生的贡献，以便为癌症患者和其他患有高级生命疾病的患者提供姑息治疗。三年级医学课程的目的不是产生居民或研究员期望的临床专业知识水平。相反，它是为学生提供开始进行直通观察，实践和反馈的机会 - 医师关系，医学诊断和治疗实际患者的治疗的原则。该提案中的课程变化旨在确保与临终关怀特别关联的原则得到适当的重点和强化。该提案的具体结果是改善毕业生的学生（1）对核心终止任务的了解，（2）对临终护理的态度，（3）对垂死的患者的情感舒适感，（4）满足他们的终身指导，以及（5）在医疗实习生水平上提供临终护理的准备感觉。为了实现这些结果，该提案的目的是：（1）为教师和居民提供教学材料和教学策略，以帮助他们更多地利用与六个必需的第三个第三个相关的“可教瞬间”与临终关怀有关 - 年份神职人员：医学，手术，临床神经科学（神经病学和精神病学），儿科，家庭医学和门诊护理； （2）开发和实施基于Web的教学技术（EPORTFOLIOS），使学生能够在整个第三年系统地记录他们在临终学习机会中的接触，并获得及时的教育材料和教职员工的反馈; （3）将特定的寿命终结学习目标与最有可能出现的学习机会相匹配，同时监测学生在整个职员一年中对整个寿命终止课程的接触； （4）提供易于访问的，无威胁的环境，其中三年级的医学生可以探索他们对患者的绝症或死亡的情感反应。这些目标的过程和结果措施包括维护学生和教师网络活动的集中数据库，教职员工，居民和学生调查，学生焦点小组以及对整个医学院的姑息治疗知识和态度调查的管理在第二年底和毕业后进入医学院上课。