Education needs in palliative care.
A literature review confirms a need for improved medical education on death, dying, terminal illness, and bereavement, and so palliative care, from 1900 until the present time in the UK, Australia, New Zealand, USA, and Canada. The origins of the hospice movement and its influence are also discussed. Current palliative care teaching is recorded in a table of the courses initiated in medical schools which demonstrates a lack of formal courses. An appreciation of the issues surrounding these topics is required for the appropriate provision of palliative care, most importantly good communication and symptom control. These together with the issues of development of attitudes towards death, delivering bad news of serious illness, recognition of palliative care as a philosophy, psychosocial aspects of care and counselling the bereaved are included in the recommendations for co-ordinated interdepartmental teaching. This acquisition of knowledge, development of attitudes, and improvement of skills in palliative care can be achieved through the use of small group work and role-play exercises as well as formal lectures and experience at a hospice. Rectification of these curricula omissions will provide future doctors in a caring and competent manner with the ability to permit a dignified and 'good' death for the terminally ill.
Charlton
R
R
Mickleover Medical Centre, Derby, UK.
Ford
E
E
D001315:Australia; D002170:Canada; D002983:Clinical Competence; D003479:Curriculum; D004501:Education, Medical / Q000379:methods / Q000458:organization & administration; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D009520:New Zealand; D013727:Terminal Care; D006113:United Kingdom; D014481:United States