Schulz Christian, Wenzel-Meyburg Ursula, Karger André, Scherg Alexandra, In der Schmitten Jürgen, Trapp Thorsten, Paling Andreas, Bakus Simone, Schatte Gesa, Rudolf Eva, Decking Ulrich, Ritz-Timme Stephanie, Grünewald Matthias, Schmitz Andrea
Heinrich-Heine-University, Medical Faculty, Interdisciplinary Centre for Palliative Medicine, Düsseldorf, Germany ; Department of Psychiatry, Harvard Medical School and Department of Psychosocial Oncology and Palliative Care, Dana Farber Cancer Institute, USA ; University Hospital Düsseldorf, Clinical Institute of Psychosomatic Medicine and Psychotherapy, Düsseldorf, Germany.
Heinrich-Heine-University, Medical Faculty, Interdisciplinary Centre for Palliative Medicine, Düsseldorf, Germany.
GMS Z Med Ausbild. 2015 Feb 11;32(1):Doc6. doi: 10.3205/zma000948. eCollection 2015.
By means of the revision of the Medical Licensure Act for Physicians (ÄAppO) in 2009, undergraduate palliative care education (UPCE) was incorporated as a mandatory cross sectional examination subject (QB13) in medical education in Germany. Its implementation still constitutes a major challenge for German medical faculties. There is a discrepancy between limited university resources and limited patient availabilities and high numbers of medical students. Apart from teaching theoretical knowledge and skills, palliative care education is faced with the particular challenge of imparting a professional and adequate attitude towards incurably ill and dying patients and their relatives.
Against this background, an evidence-based longitudinal UPCE curriculum was systematically developed following Kern's Cycle [1] and partly implemented and evaluated by the students participating in the pilot project. Innovative teaching methods (virtual standardised/simulated patient contacts, e-learning courses, interdisciplinary and interprofessional collaborative teaching, and group sessions for reflective self-development) aim at teaching palliative care-related core competencies within the clinical context and on an interdisciplinary and interprofessional basis.
After almost five years of development and evaluation, the UPCE curriculum comprises 60 teaching units and is being fully implemented and taught for the first time in the winter semester 2014/15. The previous pilot phases were successfully concluded. To date, the pilot phases (n=26), the subproject "E-learning in palliative care" (n=518) and the blended-learning elective course "Communication with dying patients" (n=12) have been successfully evaluated.
All conducted development steps and all developed programmes are available for other palliative care educators (Open Access). The integrated teaching formats and methods (video, e-learning module, interprofessional education, group sessions for reflexive self-development) and their evaluations are intended to make a contribution to an evidence-based development of palliative care curricula in Germany.
通过2009年《德国医生行医许可法》（ÄAppO）的修订，本科姑息治疗教育（UPCE）被纳入德国医学教育的一门强制性横断面考试科目（QB13）。其实施对德国医学院校而言仍是一项重大挑战。大学资源有限、可供使用的患者数量有限以及医学生人数众多之间存在差异。除了教授理论知识和技能外，姑息治疗教育还面临着向身患绝症和濒死患者及其亲属传授专业且恰当态度这一特殊挑战。
在此背景下，遵循克恩循环[1]系统地开发了一门基于证据的纵向UPCE课程，并由参与试点项目的学生部分实施和评估。创新教学方法（虚拟标准化/模拟患者接触、电子学习课程、跨学科和跨专业协作教学以及反思性自我发展小组会议）旨在在临床背景下以及跨学科和跨专业基础上教授姑息治疗相关的核心能力。
经过近五年的开发和评估，UPCE课程包括60个教学单元，并将于2014/15冬季学期首次全面实施和授课。先前的试点阶段已成功结束。迄今为止，试点阶段（n = 26）、子项目“姑息治疗中的电子学习”（n = 518）以及混合学习选修课程“与濒死患者沟通”（n = 12）均已成功评估。
所有开展的开发步骤和所有开发的项目可供其他姑息治疗教育工作者使用（开放获取）。综合教学形式和方法（视频、电子学习模块、跨专业教育、反思性自我发展小组会议）及其评估旨在为德国姑息治疗课程的循证发展做出贡献。
