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Table 1 Teaching content and perceived adequacy

From: Palliative and end of life care in undergraduate medical education: a survey of New Zealand medical schools

 

“Not covered”

n (%)

“A little”

n (%)

“Adequate”

n (%)

“Comprehensive”

n (%)

Definition & philosophy of palliative care

0

1 (25)

0

3 (75)

Attitudes towards death & dying

0

0

1(25)

3(75)

Social contexts of dying e.g. home, rest home, hospital, hospice

0

1(25)

2(50)

1(25)

Assessment & management of pain

0

0

1(25)

3(75)

Assessment & management of nausea & vomiting

0

1(25)

2(50)

1(25)

Assessment & management of breathlessness

0

1(25)

2(50

1(25)

Assessment & management of constipation

0

3(75)

0

1(25)

Assessment & management of agitation & confusion

1(25)

2(50)

1(25)

0

Assessment & management of other symptoms

1(25)

2(50)

1(25)

0

Non-pharmacological symptom management

0

1(25)

3(75)

0

Nutrition & hydration at the end of life

0

2(50)

2(50

0

Care in the last days of life

0

2(50)

2(50)

0

Palliative care emergencies

1(25)

2(50)

1(25)

0

Loss, grief & bereavement

1(25)

1(25)

1(25)

1(25)

Impact of illness on patient & family/whanau (e.g. anxiety & depression)

0

1(25)

1(25)

2(50)

Spirituality (e.g. the role of spirituality in healthcare, spiritual distress, hope)

1(25)

1(25)

1(25)

1(25)

Cultural & religious issues in end of life care

1(25)

2(50)

1(25)

0

Ethical & legal issues e.g. futility, withdrawing/withholding treatment, euthanasia)

0

1(25)

2(50)

1(25)

Mental capacity, advance directives & Enduring Power of Attorney

0

1(25)

2(50)

1(25)

Death certification

0

1(25)

3(75)

0

Communicating in high stakes situations (e.g. goals of care, advance care planning, DNACPR

0

3(75)

1(25)

0

Personal coping strategies

1(25)

1(25)

1(25)

1(25)

Reflective practice

1(25)

0

0

3(75)

Interdisciplinary teamwork

1(25)

0

2(50)

1(25)

Models of care: curative, palliative, disease-modifying

0

1(25)

1(25)

2(50)