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Mapping an undergraduate medical education curriculum against national and international palliative care reference learning objectives.
Murphy, Rebekah; Barnes, Christopher J; Enright, Paula D; Gratton, Valerie; Bush, Shirley H.
Afiliación
  • Murphy R; Department of Medicine, Division of Palliative Care, University of Ottawa, 451 Smyth Rd, Ottawa, ON, K1H 8M5, Canada. rmurphy@bruyere.org.
  • Barnes CJ; Department of Palliative Care, Bruyère Continuing Care, Saint-Vincent Hospital, 60 Cambridge St N, Ottawa, ON, K1R 7A5, Canada. rmurphy@bruyere.org.
  • Enright PD; Department of Medicine, Queensway Carleton Hospital, 3045 Baseline Rd, Ottawa, ON, K2H 8P4, Canada. rmurphy@bruyere.org.
  • Gratton V; Department of Medicine, Division of Palliative Care, University of Ottawa, 451 Smyth Rd, Ottawa, ON, K1H 8M5, Canada.
  • Bush SH; Department of Palliative Care, Bruyère Continuing Care, Saint-Vincent Hospital, 60 Cambridge St N, Ottawa, ON, K1R 7A5, Canada.
BMC Med Educ ; 24(1): 105, 2024 Feb 01.
Article en En | MEDLINE | ID: mdl-38303063
ABSTRACT

BACKGROUND:

The teaching of palliative care competencies is an essential component of undergraduate medical education. There is significant variance in the palliative care content delivered in undergraduate medical curricula, revealing the utility of reference standards to guide curricular development and assessment. To evaluate our university's undergraduate palliative care teaching, we undertook a curriculum mapping exercise, comparing official learning objectives to the national Educating Future Physicians in Palliative and End-of-Life Care (EFPPEC) and the international Palliative Education Assessment Tool (PEAT) reference objectives.

METHODS:

Multiple assessors independently compared our university's UGME learning objectives with EFPPEC and PEAT reference objectives to determine the degree-of-coverage. Visual curriculum maps were created to depict in which part of the curriculum each objective is delivered and by which medical specialty.

RESULTS:

Of 122 EFPPEC objectives, 55 (45.1%) were covered fully, 42 (34.4%) were covered partially, and 25 (20.5%) were not covered by university objectives. Of 89 PEAT objectives, 40 (44.9%) were covered fully, 35 (39.3%) were covered partially, and 14 (15.7%) were not covered by university objectives.

CONCLUSIONS:

The majority of EFPPEC and PEAT reference objectives are fully or partially covered in our university's undergraduate medical curriculum. Our approach could serve as a guide for others who endeavour to review their universities' specialty-specific medical education against reference objectives. Future curriculum development should target the elimination of identified gaps and evaluate the attainment of palliative care competencies by medical learners.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Educación de Pregrado en Medicina / Educación en Enfermería Límite: Humans Idioma: En Revista: BMC Med Educ Asunto de la revista: EDUCACAO Año: 2024 Tipo del documento: Article País de afiliación: Canadá Pais de publicación: Reino Unido
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Educación de Pregrado en Medicina / Educación en Enfermería Límite: Humans Idioma: En Revista: BMC Med Educ Asunto de la revista: EDUCACAO Año: 2024 Tipo del documento: Article País de afiliación: Canadá Pais de publicación: Reino Unido