Introduction to the National Consensus Conference on Medical Education for Care Near the End of Life: Executive Summary

2000 ◽  
Vol 3 (1) ◽  
pp. 87-92 ◽  
Author(s):  
Deborah E. Simpson
Keyword(s):  
Medical Education ◽  
End Of Life ◽  
Consensus Conference ◽  
Executive Summary ◽  
National Consensus

The Role of Palliative Care in the Home in Medical Education: Report from a National Consensus Conference

2001 ◽  
Vol 4 (3) ◽  
pp. 361-371 ◽  
Author(s):  
J. Andrew Billings ◽  
Frank D. Ferris ◽  
Neil MacDonald ◽  
Charles von Gunten
Keyword(s):  
Palliative Care ◽  
Medical Education ◽  
Consensus Conference ◽  
National Consensus ◽  
Education Report

11 Filling the void: preparing future junior doctors for challenging conversations

2018 ◽  
Vol 8 (3) ◽  
pp. 363.3-364
Author(s):  
Hannah Costelloe ◽  
Alice Copley ◽  
Andrew Greenhalgh ◽  
Andrew Foster ◽  
Pratik Solanki
Keyword(s):  
Palliative Care ◽  
Medical Education ◽  
Medical Students ◽  
Small Group ◽  
End Of Life ◽  
Communication Skills ◽  
Skills Training ◽  
Junior Doctors ◽  
List Type ◽  
The Impact

Evidence demonstrates that medical students have limited experience in developing ‘higher-order communication skills’ (Kaufman et al. 2000). Anecdotally many do not feel confident in their ability to conduct difficult conversations often due to a lack of exposure to such scenarios in practice or a pervasive notion that these scenarios are inappropriate for students and beyond the scope of a junior doctor’s role and thus not a focus of curriculums (Noble et al. 2007). There is however a correlation between level of clinical experience and improved confidence for medical students (Morgan and Cleave-Hogg 2002).We surveyed a group of final year medical students to assess their confidence using a 10-point Likert scale in tackling common palliative and end of life care scenarios. Our intervention comprised a study day of 10 practical small-group teaching simulation and OSCE-style stations designed to provide exposure to common experiences in a controlled setting. We reassessed the confidence of students after delivery and objectively explored the impact of the day by asking participants to complete a validated assessment before and after the course. All results showed significant improvement on t-testing: confidence in end of life communication in an OSCE setting improved by 42.2% and assessment marks improved by 24.7% (p=0.039).Palliative care is an area in which students approaching the end of undergraduate training feel underprepared. Our findings demonstrate that small group sessions improve confidence by facilitating communication practice in a controlled environment and providing crucial exposure to common palliative care scenarios they will face as doctors.References. Kaufman D, Laidlaw T, Macleod H. Communication skills in medical school: Exposure confidence and performance. Academic Medicine [online] 2000;75(10):S90–S92. Available at https://journals.lww.com/academicmedicine/Fulltext/2000/10001/Communication_Skills_in_Medical_School__Exposure.29.aspx [Accessed: 30 May 2018]. Morgan P, Cleave-Hogg D. Comparison between medical students’ experience confidence and competence. Medical Education [online] 2002;36(6):534–539. Available at https://doi.org/10.1046/j.1365-2923.2002.01228.x [Accessed: 30 May 2018]. Noble L, Kubacki A, Martin J, Lloyd M. The effect of professional skills training on patient-centredness and confidence in communicating with patients. Medical Education [online] 2007;41(5):432–440. Available at https://doi.org/10.1111/j.1365-2929.2007.02704.x [Accessed: 30 May 2018]

scholarly journals Nomenclature for kidney function and disease: executive summary and glossary from a Kidney Disease: Improving Global Outcomes consensus conference*

2020 ◽  
Vol 13 (4) ◽  
pp. 485-493 ◽  
Author(s):  
Andrew S Levey ◽  
Kai-Uwe Eckardt ◽  
Nijsje M Dorman ◽  
Stacy L Christiansen ◽  
Michael Cheung ◽  
...  
Keyword(s):  
Kidney Disease ◽  
Kidney Function ◽  
Consensus Conference ◽  
Executive Summary

scholarly journals Nomenclature for kidney function and disease: Executive summary and glossary from a Kidney Disease: Improving Global Outcomes consensus conference

2020 ◽  
Vol 4 (3) ◽  
pp. 71-80
Author(s):  
Andrew S Levey ◽  
Kai-Uwe Eckardt ◽  
Nijsje M Dorman ◽  
Stacy L Christiansen ◽  
Michael Cheung ◽  
...  
Keyword(s):  
Kidney Disease ◽  
Kidney Function ◽  
Consensus Conference ◽  
Executive Summary

scholarly journals Nomenclature for kidney function and disease: executive summary from a KDIGO consensus conference

2020 ◽  
Vol 16 (8) ◽  
pp. 427-428
Author(s):  
Andrew S. Levey ◽  
Kai-Uwe Eckardt ◽  
Nijsje M. Dorman ◽  
Stacy L. Christiansen ◽  
Michael Cheung ◽  
...  
Keyword(s):  
Kidney Function ◽  
Consensus Conference ◽  
Executive Summary

scholarly journals The Current State of Medical School Education in Bioethics, Health Law, and Health Economics

2008 ◽  
Vol 36 (1) ◽  
pp. 89-94 ◽  
Author(s):  
Govind C. Persad ◽  
Linden Elder ◽  
Laura Sedig ◽  
Leonardo Flores ◽  
Ezekiel J. Emanuel
Keyword(s):  
United States ◽  
Medical Education ◽  
Health Economics ◽  
End Of Life ◽  
Medical Schools ◽  
The United States ◽  
Health Law ◽  
Research Administration ◽  
Liaison Committee ◽  
End Of Life Decision

The standards for medical education in the United States now go above and beyond traditional basic science and clinical subjects. Bioethics, health law, and health economics are recognized as important parts of translating physicians’ technical competence in medicine into effective research, administration, and medical care for patients. The Liaison Committee on Medical Education (LCME), which establishes certification requirements for medical schools, requires all medical schools to include bioethics in their curricula. Furthermore, issues such as the growth of genetic testing, end-of-life decision making for a burgeoning elderly population, confidentiality in the era of electronic medical records, and allocation of scarce medical resources make bioethics training clearly necessary for physicians. Although 16 percent of the United States GDP is devoted to health care, the LCME does not currently mandate training in health law or health economics. Furthermore, as the Schiavo case and HIPAA remind us, legal directives influence medical practice in areas such as billing, confidentiality, and end-of-life care.

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