Do Korean Medical Schools Provide Adequate End-of-Life Care Education? A Nationwide Survey of the Republic of Korea's End-of-Life Care Curricula
10.14475/kjhpc.2019.22.4.207
- Author:
Kyong Jee KIM
1
;
Do Yeun KIM
;
Sung Joon SHIN
;
Dae Seog HEO
;
Eun Mi NAM
Author Information
1. Department of Medical Education, Dongguk University School of Medicine, Goyang, Korea.
- Publication Type:Original Article
- Keywords:
Curriculum;
Hospice care;
Palliative care;
Teaching;
Terminal care
- MeSH:
Curriculum;
Education;
Education, Medical;
Hospice Care;
Humans;
Learning;
Lectures;
Palliative Care;
Schools, Medical;
Soil;
Teaching;
Terminal Care
- From:Korean Journal of Hospice and Palliative Care
2019;22(4):207-218
- CountryRepublic of Korea
- Language:English
-
Abstract:
PURPOSE: Physician competency in end-of-life (EOL) care is becoming increasingly important. This study investigated the EOL care curricula in Korean medical schools.METHODS: Questionnaires were issued to the faculty members responsible for the EOL care curricula at each of the medical schools. These included questions on the structure and content of the curricula, teaching methods, and faculty members' attitudes to the curricula.RESULTS: Characteristics of the EOL care curricula were compiled from 27 (66%) of the 41 medical schools. All of the medical schools taught essential aspects of the EOL care curriculum either as a separate course or embedded within other medical education courses. The mean time spent on EOL care teaching was 10 hrs (range, 2~32 hrs). The most frequently taught topics were delivering bad news (100%) and symptom management (74%). When the palliative care education assessment tool (PEAT) was used to evaluate the curricula, a median of 11 PEAT objectives was met (range, 2~26; maximum, 83). More than two teaching methods were used in most of the curricula. However, lectures were the only teaching method used by three medical schools. 78% of faculty members who were responsible for curriculum reported dissatisfaction with it, whereas 18% believed that the time allotted to it was adequate. Only 7% of these faculty members believed that their students were adequately prepared to practice EOL care.CONCLUSION: There is a need to improve EOL care education in basic medical curricula and to take a more systematic approach to achieving learning outcomes.
