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

cam.issuedOnline2019-01-28
dc.contributor.authorBoland, Jason W
dc.contributor.authorBarclay, Stephen
dc.contributor.authorGibbins, Jane
dc.contributor.orcidBoland, Jason W [0000-0001-5272-3057]
dc.date.accessioned2019-01-15T00:30:48Z
dc.date.available2019-01-15T00:30:48Z
dc.date.issued2019-12
dc.description.abstractPalliative 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.
dc.format.mediumPrint-Electronic
dc.identifier.doi10.17863/CAM.35296
dc.identifier.eissn1466-187X
dc.identifier.issn0142-159X
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/287976
dc.languageeng
dc.language.isoeng
dc.publisherInforma UK Limited
dc.publisher.urlhttp://dx.doi.org/10.1080/0142159x.2018.1533243
dc.subjectCurriculum
dc.subjectEducation, Medical, Undergraduate
dc.subjectFaculty, Medical
dc.subjectHumans
dc.subjectInterprofessional Relations
dc.subjectPalliative Care
dc.subjectStudents, Medical
dc.titleTwelve tips for developing palliative care teaching in an undergraduate curriculum for medical students.
dc.typeArticle
dcterms.dateAccepted2018-10-03
prism.endingPage1365
prism.issueIdentifier12
prism.publicationDate2019
prism.publicationNameMed Teach
prism.startingPage1359
prism.volume41
rioxxterms.licenseref.startdate2019-12
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.typeJournal Article/Review
rioxxterms.versionAM
rioxxterms.versionofrecord10.1080/0142159X.2018.1533243

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