Silk Hugh, Weber Catherine M, Dubreuil Maureen
University of Massachusetts Medical School and Family Medicine Residency, Worcester, MA, USA.
Fam Med. 2009 Apr;41(4):240-2.
Medical schools are improving end-of-life (EOL) care curricula; however, students rarely practice EOL communication skills in a safe learning environment.
Our objective was to study which curriculum improves students' ability to discuss hospice care.
We conducted a study of six family medicine clerkship blocks; three taught with a didactic curriculum (A) and three with an interactive curriculum (B).
Students reported improvement in their skill and comfort in discussing hospice care in both groups. Subjectively more students commented on the instructiveness of curriculum B due to role-plays.
A variety of curricular methods helped students' confidence and self-reflection around hospice discussions in a comfortable environment.
医学院校正在改进临终关怀（EOL）护理课程；然而，学生很少在安全的学习环境中练习临终沟通技巧。
我们的目的是研究哪种课程能提高学生讨论临终关怀的能力。
我们对六个家庭医学实习模块进行了研究；三个采用讲授式课程（A）教学，三个采用互动式课程（B）教学。
两组学生均表示在讨论临终关怀时，自身技能和舒适度有所提高。主观上，更多学生因角色扮演而认为课程B更具指导性。
多种课程方法有助于学生在舒适的环境中，围绕临终关怀讨论增强信心并进行自我反思。
