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Development of a Canadian Medical Assistance in Dying Curriculum for Healthcare Providers.
Shapiro, Gilla K; Hunt, Kate; Braund, Heather; Dalgarno, Nancy; Panjwani, Aliza A; Stevens, Sarah; Mulder, Jeanne; Sheth, Madurika S; Stere, Alison; Green, Stefanie; Gubitz, Gord; Li, Madeline.
Afiliación
  • Shapiro GK; Department of Supportive Care, Princess Margaret Cancer Centre, University Health Network, Toronto, Canada.
  • Hunt K; Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada.
  • Braund H; Social & Behavioural Health Sciences Division, Dalla Lana School of Public Health, University of Toronto, Toronto, Canada.
  • Dalgarno N; Department of Supportive Care, Princess Margaret Cancer Centre, University Health Network, Toronto, Canada.
  • Panjwani AA; Office of Professional Development & Education Scholarship, Queen's University, Kingston, Canada.
  • Stevens S; Office of Professional Development & Education Scholarship, Queen's University, Kingston, Canada.
  • Mulder J; Providence Care Hospital, Kingston, Canada.
  • Sheth MS; Department of Supportive Care, Princess Margaret Cancer Centre, University Health Network, Toronto, Canada.
  • Stere A; Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada.
  • Green S; Canadian Association of MAiD Assessors and Providers, Victoria, Canada.
  • Gubitz G; Office of Professional Development & Education Scholarship, Queen's University, Kingston, Canada.
  • Li M; Office of Professional Development & Education Scholarship, Queen's University, Kingston, Canada.
J Med Educ Curric Dev ; 11: 23821205241272376, 2024.
Article en En | MEDLINE | ID: mdl-39220358
ABSTRACT

Objectives:

Medical Assistance in Dying (MAiD) was legalized in Canada in 2016, necessitating greater education and training in MAiD for physicians and nurse practitioners. To meet this need, the Canadian MAiD Curriculum (CMC) was developed to offer a nationally accredited, comprehensive, bilingual, hybrid (synchronous and asynchronous) educational program to support and enhance the practice of MAiD in Canada.

Methods:

This work describes the process of developing the CMC, including its guiding principles and framework. The CMC was guided by constructivism and adult learning theory, preliminary literature review, 5 key principles based on a needs assessment survey, as well as consultation with diverse partners.

Results:

Seven modules were developed (1) foundations of MAiD in Canada, (2) clinical conversations that includes MAiD, (3) how to do an MAiD assessment, (4) capacity and vulnerability, (5) providing MAiD, (6) navigating complex cases with confidence, and (7) MAiD and mental disorders. An eighth topic on clinician resilience and reflection was woven into each of the 7 modules.

Conclusion:

This curriculum ensures that consistent information is available to healthcare providers concerning the practice of MAiD in Canada. To ensure sustainability, the CMC will continue to be updated alongside the evolution of MAiD policy and services in Canada.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: J Med Educ Curric Dev Año: 2024 Tipo del documento: Article País de afiliación: Canadá Pais de publicación: Estados Unidos
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: J Med Educ Curric Dev Año: 2024 Tipo del documento: Article País de afiliación: Canadá Pais de publicación: Estados Unidos