Next Article in Journal
Cognitive Function and Mortality: Results from Kaunas HAPIEE Study 2006–2017
Next Article in Special Issue
A Methodological Review of Mixed Methods Research in Palliative and End-of-Life Care (2014–2019)
Previous Article in Journal
Movement in High School: Proportion of Chinese Adolescents Meeting 24-Hour Movement Guidelines
Previous Article in Special Issue
Changes in Body Mass Index, Energy Intake, and Fluid Intake over 60 Months Premortem as Prognostic Factors in Frail Elderly: A Post-Death Longitudinal Study
Article

A National, Palliative Care Competency Framework for Undergraduate Medical Curricula

1
Department of Educational Development and Research/School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, 6229 ER Maastricht, The Netherlands.
2
Centre of Expertise for Palliative Care Maastricht UMC+, 6229 HX Maastricht, The Netherlands
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2020, 17(7), 2396; https://doi.org/10.3390/ijerph17072396
Received: 9 March 2020 / Revised: 27 March 2020 / Accepted: 30 March 2020 / Published: 1 April 2020
(This article belongs to the Special Issue Palliative and End-of-Life Care)
As nearly all doctors deal with patients requiring palliative care, it is imperative that palliative care education starts early. This study aimed to validate a national, palliative care competency framework for undergraduate medical curricula. We conducted a Delphi study with five groups of stakeholders (palliative care experts, physicians, nurses, curriculum coordinators, and junior doctors), inviting them to rate a competency list. The list was organized around six key competencies. For each competency, participants indicated the level to which students should have mastered the skill at the end of undergraduate training. Stability was reached after two rating rounds (N = 82 round 1, N = 54 round 2). The results showed high levels of agreement within and between stakeholder groups. Participants agreed that theoretical knowledge is not enough: Students must practice palliative care competencies, albeit to varying degrees. Overall, communication and personal development and well-being scored the highest: Junior doctors should be able to perform these in the workplace under close supervision. Advance care planning scored the lowest, indicating performance in a simulated setting. A wide range of stakeholders validated a palliative care competency framework for undergraduate medical curricula. This framework can be used to guide teaching about palliative care. View Full-Text
Keywords: undergraduate education; competency framework; medical students; palliative care education; Delphi undergraduate education; competency framework; medical students; palliative care education; Delphi
MDPI and ACS Style

Pieters, J.; Dolmans, D.H.J.M.; van den Beuken-van Everdingen, M.H.J.; Warmenhoven, F.C.; Westen, J.H.; Verstegen, D.M.L. A National, Palliative Care Competency Framework for Undergraduate Medical Curricula. Int. J. Environ. Res. Public Health 2020, 17, 2396. https://doi.org/10.3390/ijerph17072396

AMA Style

Pieters J, Dolmans DHJM, van den Beuken-van Everdingen MHJ, Warmenhoven FC, Westen JH, Verstegen DML. A National, Palliative Care Competency Framework for Undergraduate Medical Curricula. International Journal of Environmental Research and Public Health. 2020; 17(7):2396. https://doi.org/10.3390/ijerph17072396

Chicago/Turabian Style

Pieters, Jolien, Diana H.J.M. Dolmans, Marieke H.J. van den Beuken-van Everdingen, Franca C. Warmenhoven, Judith H. Westen, and Daniëlle M.L. Verstegen 2020. "A National, Palliative Care Competency Framework for Undergraduate Medical Curricula" International Journal of Environmental Research and Public Health 17, no. 7: 2396. https://doi.org/10.3390/ijerph17072396

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop