Korean J Hosp Palliat Care.
2019 Dec;22(4):207-218. 10.14475/kjhpc.2019.22.4.207.
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
- Affiliations
-
- 1Department of Medical Education, Dongguk University School of Medicine, Goyang, Korea.
- 2Department of Internal Medicine, Dongguk University School of Medicine, Goyang, Korea.
- 3Department of Internal Medicine, Seoul National University Hospital, Seoul, Korea.
- 4Department of Internal Medicine, Ewha Womans University College of Medicine, Seoul, Korea. enam34@ewha.ac.kr
- KMID: 2469280
- DOI: http://doi.org/10.14475/kjhpc.2019.22.4.207
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.
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