Truiti Manuela Torrado, Perini Carla Corradi, Guirro Úrsula Bueno do Prado
Pontifical Catholic University of Paraná, 1155 Imaculada da Conceição Street, Curitiba, PR, 80215-901, Brazil.
Federal University of Paraná, 1299 XV de Novembro Street, Downtown, Curitiba - PR, 80060-000, Brazil.
BMC Med Educ. 2025 May 12;25(1):694. doi: 10.1186/s12909-025-07265-w.
With technological advancements, health education has predominantly focused on technical aspects, neglecting human values. Palliative care (PC), seeking holistic care, becomes crucial in this context, and for its development, the World Health Organization has defined its education and teaching as one of the essential pillars. PC emphasizes patient dignity, autonomy, and holistic well-being, reflecting Thomasma and Pellegrino's beneficence-in-trust model, fostering trust and ethical care.The aim of this research was to analyze, through the bioethics perspective, the acquisition of PC competencies among medical students.
This cross-sectional, quantitative study assessed 360 medical students from a public university in Paraná, using the Pallicomp tool questionnaire to evaluate PC competencies. Data were analyzed using statistical methods, comparing scores across academic cycles and prior PC coursework. Findings were interpreted through bioethical principles and Pellegrino and Thomasma's beneficence-in-trust model.
Basic cycle students presented a higher overall score than those in the internship, with statistical difference, and the individual analysis of competencies did not reveal an increase throughout the course. When considering the overall score between students who took PC courses and those who did not, there was no statistically significant difference. Deficiencies were observed in key areas involving bioethical principles, including symptom management, compassionate communication, spirituality, and interdisciplinary teamwork.
This study revealed gaps in PC education among medical students, with scores below 70% across academic cycles and a decline from basic to internship levels. The findings highlight deficiencies in holistic, patient-centered competencies, including psychological and spiritual care, interdisciplinary teamwork, and communication. Addressing these gaps requires integrating bioethical principles and practical training throughout medical education to foster ethical, humanized, and comprehensive care, aligning with the beneficence-in-trust model.
Not applicable.
随着技术进步，健康教育主要侧重于技术层面，而忽视了人文价值。在这种背景下，寻求整体护理的姑息治疗（PC）变得至关重要，并且为了其发展，世界卫生组织已将其教育和教学定义为重要支柱之一。PC强调患者尊严、自主性和整体福祉，反映了托马斯马和佩莱格里诺的信任中的仁爱模式，促进了信任和道德护理。本研究的目的是从生物伦理学角度分析医学生对PC能力的掌握情况。
这项横断面定量研究使用Pallicomp工具问卷评估了巴拉那州一所公立大学的360名医学生的PC能力。使用统计方法分析数据，比较不同学术周期和之前PC课程作业的得分。通过生物伦理学原则以及佩莱格里诺和托马斯马的信任中的仁爱模式对研究结果进行解释。
基础阶段的学生总体得分高于实习阶段的学生，存在统计学差异，并且对能力的个体分析未显示在整个课程中有所提高。在比较参加PC课程的学生和未参加PC课程的学生的总体得分时，没有统计学上的显著差异。在涉及生物伦理学原则的关键领域存在不足，包括症状管理、富有同情心的沟通、精神关怀和跨学科团队合作。
本研究揭示了医学生在PC教育方面存在差距，各学术周期得分均低于70%，且从基础阶段到实习阶段有所下降。研究结果突出了在整体的、以患者为中心的能力方面的不足，包括心理和精神护理、跨学科团队合作以及沟通。解决这些差距需要在整个医学教育中整合生物伦理学原则和实践培训，以促进符合信任中的仁爱模式的道德、人性化和全面的护理。
不适用。
