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dc.contributor.authorWalker, Sen
dc.contributor.authorGibbins, Jen
dc.contributor.authorPaes, Pen
dc.contributor.authorAdams, Aen
dc.contributor.authorChandratilake, Men
dc.contributor.authorGishen, Fen
dc.contributor.authorLodge, Pen
dc.contributor.authorWee, Ben
dc.contributor.authorBarclay, Stephenen
dc.date.accessioned2017-08-09T09:40:07Z
dc.date.available2017-08-09T09:40:07Z
dc.date.issued2017-06-01en
dc.identifier.issn0269-2163
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/266086
dc.description.abstractBACKGROUND: A proportion of newly qualified doctors report feeling unprepared to manage patients with palliative care and end-of-life needs. This may be related to barriers within their institution during undergraduate training. Information is limited regarding the current organisation of palliative care teaching across UK medical schools. AIMS: To investigate the evolution and structure of palliative care teaching at UK medical schools. DESIGN: Anonymised, web-based questionnaire. Settings/participants: Results were obtained from palliative care course organisers at all 30 UK medical schools. RESULTS: The palliative care course was established through active planning (13/30, 43%), ad hoc development (10, 33%) or combination of approaches (7, 23%). The place of palliative care teaching within the curriculum varied. A student-selected palliative care component was offered by 29/30 (97%). All medical schools sought student feedback. The course was reviewed in 26/30 (87%) but not in 4. Similarly, a course organiser was responsible for the palliative care programme in 26/30 but not in 4. A total of 22 respondents spent a mean of 3.9 h (median 2.5)/week in supporting/delivering palliative care education (<1-16 h). In all, 17/29 (59%) had attended a teaching course or shared duties with a colleague who had done so. Course organisers received titular recognition in 18/27 (67%; no title 9 (33%); unknown 3 (11%)). An academic department of Palliative Medicine existed in 12/30 (40%) medical schools. Funding was not universally transparent. Palliative care teaching was associated with some form of funding in 20/30 (66%). CONCLUSION: Development, organisation, course evaluation and funding for palliative care teaching at UK medical schools are variable. This may have implications for delivery of effective palliative care education for medical students.
dc.languageengen
dc.publisherSAGE
dc.subjectPalliative careen
dc.subjectdata collectionen
dc.subjecteducation medical undergraduateen
dc.subjectmedical educationen
dc.subjectstudents medicalen
dc.subjectterminal careen
dc.titlePalliative care education for medical students: Differences in course evolution, organisation, evaluation and funding: A survey of all UK medical schoolsen
dc.typeArticle
prism.endingPage581
prism.issueIdentifier6en
prism.publicationDate2017en
prism.publicationNamePalliative Medicineen
prism.startingPage575
prism.volume31en
dc.identifier.doi10.17863/CAM.10010
dcterms.dateAccepted2015-12-23en
rioxxterms.versionofrecord10.1177/0269216316671279en
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserveden
rioxxterms.licenseref.startdate2017-06-01en
dc.contributor.orcidBarclay, Stephen [0000-0002-4505-7743]
dc.identifier.eissn1477-030X
rioxxterms.typeJournal Article/Reviewen
cam.issuedOnline2016-10-06en
cam.orpheus.successThu Jan 30 12:59:45 GMT 2020 - Embargo updated*


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