Wang Leonard K-P, Reisler Jenna D, Mallya Meghan M
John Sealy School of Medicine, University of Texas Medical Branch, Galveston, TX, USA.
J Community Hosp Intern Med Perspect. 2022 Nov 7;12(6):24-26. doi: 10.55729/2000-9666.1125. eCollection 2022.
Medical school curriculum typically consists of didactical experiences with minimal patient interaction for junior students followed by clinical experiences with supplementary didactics for senior students. Due to the focus on understanding basic medical concepts and disease pathophysiology during the first few years of medical school, students have limited exposure to real-life clinical situations that involve complex, difficult concepts such as death and dying. This leaves students ill-prepared to contribute meaningfully to patients' end-of-life (EOL) care that they will inevitably encounter during their clerkship years. We believe that students would benefit from increased exposure to these difficult situations through structured educational environments, such as the No One Dies Alone Program. In this way, students can become more familiar with the difficult concepts of death and dying, learn how to make meaningful contributions in their patients' EOL care, and ultimately provide patients with the "good death" they deserve.
医学院课程通常包括低年级学生较少与患者互动的理论教学经历，随后是高年级学生有补充性理论教学的临床经历。由于在医学院的头几年重点是理解基础医学概念和疾病病理生理学，学生接触涉及诸如死亡等复杂、困难概念的现实临床情况的机会有限。这使得学生在实习期间不可避免地遇到患者临终关怀时，没有做好充分准备去做出有意义的贡献。我们认为，通过结构化教育环境，如“无人独自离世”项目，增加学生接触这些困难情况的机会，学生会从中受益。通过这种方式，学生可以更熟悉死亡和临终的困难概念，学习如何在患者的临终关怀中做出有意义的贡献，并最终为患者提供他们应得的“善终”。
