Implementing and Evaluating a Four-Year Integrated End-of-Life Care Curriculum for Medical Students

• Published in: Teaching and learning in medicine 2016-04, Vol.28 (2), p.229-239
• Main Authors: Ellman, Matthew S., Fortin, Auguste H., Putnam, Andrew, Bia, Margaret
• Format: Article
• Language: English
• Subjects: Clinical Competence; Connecticut; Curriculum; curriculum development; Education, Medical, Undergraduate; end-of-life care; Goals; Humans; medical student education; palliative care; Program Development; Program Evaluation; Terminal Care
• ISSN: 1040-1334; 1532-8015
• DOI: 10.1080/10401334.2016.1146601

Problem: Meeting the needs of patients with life-limiting and terminal illness requires effectively trained physicians in all specialties to provide skillful and compassionate care. Despite mandates for end-of-life (EoL) care education, graduating medical students do not consistently feel prepared to provide this care. Intervention: We have developed a longitudinal, integrated, and developmental 4-year curriculum in EoL care. The curriculum's purpose is to teach basic competencies in EoL care. A variety of teaching strategies emphasize experiential, skill-building activities with special attention to student self-reflection. In addition, we have incorporated interprofessional learning and education on the spiritual and cultural aspects of care. We created blended learning strategies combining interactive online modules with live workshops that promote flexibility, adaptability, and interprofessional learning opportunities. Context: The curriculum was implemented and evaluated in the 4-year program of studies at Yale School of Medicine. Outcome: A mixed-method evaluation of the curriculum included reviews of student written reflections and questionnaires, graduating student surveys, and demonstration of 4th-year students' competency in palliative care with an observed structured clinical examination (OSCE). These evaluations demonstrate significant improvements in students' self-reported preparedness in EoL care and perceptions of the adequacy in their instruction in EoL and palliative care, as well as competency in primary palliative care in a newly developed OSCE. Lessons Learned: A 4-year longitudinal integrated curriculum enhances students' skills and preparedness in important aspects of EoL care. As faculty resources, clinical sites, and curricular structure vary by institution, proven and adaptable educational strategies as described in this article may be useful to address the mandate to improve EoL care education. Teaching strategies and curricular components and design as just described can be adapted to other programs.