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Tytuł pozycji:

End-of-Life Care: A Multimodal and Comprehensive Curriculum for Graduating Medical Students Utilizing Experiential Learning Opportunities.

Tytuł :
End-of-Life Care: A Multimodal and Comprehensive Curriculum for Graduating Medical Students Utilizing Experiential Learning Opportunities.
Autorzy :
Jeffers JM; Assistant Professor, Department of Pediatrics, Division of Pediatric Emergency Medicine, Johns Hopkins University School of Medicine.
Bord S; Assistant Professor, Department of Emergency Medicine, Johns Hopkins University School of Medicine; Co-Director, Transition to Residency, Internship, and Preparation for Life Events (TRIPLE).
Hooper JE; Associate Professor and Director of Autopsy, Department of Pathology and Oncology, Johns Hopkins University School of Medicine.
Fleishman C; Senior Simulation Educator, Johns Hopkins Medical Simulation; Standardized Patient Lead, TRIPLE.
Cayea D; Associate Professor, Department of Medicine, Johns Hopkins University School of Medicine.
Garibaldi B; Associate Professor, Department of Medicine and Physiology, Pulmonary and Critical Care, Johns Hopkins University School of Medicine; Co-Director, TRIPLE.
Pokaż więcej
Źródło :
MedEdPORTAL : the journal of teaching and learning resources [MedEdPORTAL] 2021 Apr 27; Vol. 17, pp. 11149. Date of Electronic Publication: 2021 Apr 27.
Typ publikacji :
Journal Article
Język :
English
Imprint Name(s) :
Original Publication: Washington, DC : Association of American Medical Colleges, [2005]-
MeSH Terms :
Internship and Residency*
Students, Medical*
Terminal Care*
Curriculum ; Humans ; Problem-Based Learning
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Contributed Indexing :
Keywords: Critical Care*; End-of-Life Care*; Palliative Care*; Simulation*; Standardized Patients*
Entry Date(s) :
Date Created: 20210430 Date Completed: 20210624 Latest Revision: 20210624
Update Code :
20210628
PubMed Central ID :
PMC8076371
DOI :
10.15766/mep_2374-8265.11149
PMID :
33928187
Czasopismo naukowe
Introduction: End-of-life (EOL) care is an essential skill for most physicians and health care providers, yet there continues to be an educational gap in medical education literature for these skills. The Johns Hopkins School of Medicine developed the Transition to Residency, Internship, and Preparation for Life Events (TRIPLE) curriculum with the primary goal of preparing graduating medical students for life after medical school.
Methods: The EOL module was one of many within the TRIPLE curriculum and consisted of two half-day sessions that targeted EOL care, death, dying, and communication skills. The first half-day session focused on a standardized patient encounter where learners initiated and completed an EOL care goals conversation around a living will. The second half-day session focused on death and dying. It included didactic sessions on organ donation, autopsy/death certificates, a simulation-based learning session on ending a resuscitation, and a standardized patient encounter where learners disclosed the death of a loved one. End-of-day and end-of-course evaluations were collected via anonymous online surveys.
Results: In 2019, 120 students and 26 instructors participated in TRIPLE. Students rated the EOL module overall as 4.6 of 5 ( SD = 0.6) and rated instructors overall as 4.6 of 5 ( SD = 0.6).
Discussion: By implementing a thorough and diverse curriculum with a variety of modalities and targeted skills, learners may be better prepared to care for patients dealing with EOL care issues. Further, the generalization of these skills may assist learners in a variety of other aspects of patient and family care.
(© 2021 Jeffers et al.)

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