-
- Hugh Silk, Catherine M Weber, and Maureen Dubreuil.
- University of Massachusetts Medical School and Family Medicine Residency, Worcester, MA, USA. silkh@ummhc.org
- Fam Med. 2009 Apr 1; 41 (4): 240-2.
BackgroundMedical schools are improving end-of-life (EOL) care curricula; however, students rarely practice EOL communication skills in a safe learning environment.ObjectiveOur objective was to study which curriculum improves students' ability to discuss hospice care.MethodsWe conducted a study of six family medicine clerkship blocks; three taught with a didactic curriculum (A) and three with an interactive curriculum (B).ResultsStudents reported improvement in their skill and comfort in discussing hospice care in both groups. Subjectively more students commented on the instructiveness of curriculum B due to role-plays.ConclusionA variety of curricular methods helped students' confidence and self-reflection around hospice discussions in a comfortable environment.
Notes
Knowledge, pearl, summary or comment to share?You can also include formatting, links, images and footnotes in your notes
- Simple formatting can be added to notes, such as
*italics*,_underline_or**bold**. - Superscript can be denoted by
<sup>text</sup>and subscript<sub>text</sub>. - Numbered or bulleted lists can be created using either numbered lines
1. 2. 3., hyphens-or asterisks*. - Links can be included with:
[my link to pubmed](http://pubmed.com) - Images can be included with:
 - For footnotes use
[^1](This is a footnote.)inline. - Or use an inline reference
[^1]to refer to a longer footnote elseweher in the document[^1]: This is a long footnote..