Needs,Expectations,and Concerns of Medical Students Regarding End-of-Life Issues before the Introduction of a Mandatory Undergraduate Palliative Care Curriculum

Abstract

Abstract

Background:

In the past, implementation of effective palliative care curricula has emerged as a priority in medical education. In order to gain insight into medical students' needs and expectations, we conducted a survey before mandatory palliative care education was introduced in our faculty.

Methods:

Seven hundred nine students answered a questionnaire mainly consisting of numeric rating scales (0–10).

Results:

Participants attributed a high importance to palliative care for their future professional life (mean, 7.51±2.2). For most students, symptom control was crucial (7.72±2.2). However, even higher importance was assigned to ethical and legal issues (8.16±1.9). “Self-reflection regarding their own role as a physician caring for the terminally ill along with psychological support” was also regarded as highly important (7.25±2.4). Most students were moderately concerned at the prospect of being confronted with suffering and death (5.13±2.4). This emotional distress was rated significantly higher by female students (5.4±2.4 versus 4.6±2.4; p<0.001). Seventeen percent of all students rated their distress as being 7 of 10 or higher, which indicates a considerable psychological strain in terms of dealing with end-of-life issues in the future. Professional or personal experience with terminally ill persons lowered these anxieties significantly (4.99±2.34 versus 5.47±2.5, p<0.05).

Conclusions:

Medical students stated a remarkably high interest in learning palliative care competencies. Responding to their specific concerns and needs—especially with regard to the acquisition of emotional coping skills—may be key for the development of successful palliative care curricula.