ArticleGMS Zeitschrift fur medizinische Ausbildung2015
Implementation of palliative care as a mandatory cross-disciplinary subject (QB13) at the Medical Faculty of the Heinrich-Heine-University Düsseldorf, Germany.
Article in GMS Zeitschrift fur medizinische Ausbildung, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers.
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Who cites it
18 citing papers in PubMed.
- Palliative care in the education of physiotherapists in Germany - an anonymized cross-sectional survey of trainees and students.BMC medical education · 2025Article
- Interdisciplinary interactive blended learning concept in times of a pandemic - pain medicine "totally digital".GMS journal for medical education · 2025Article
- A systematic scoping review on group non-written reflections in medical education.BMC medical education · 2024Article
- Palliative care education and knowledge transfer into practice - a multicenter survey among medical students and resident physicians in Germany using a mixed-methods design.GMS journal for medical education · 2024Article
- Improving competence and safety in pain medicine: a practical clinical teaching strategy for students combining simulation and bedside teaching.BMC medical education · 2021Article
- Palliative care in undergraduate medical education - consolidation of the learning contents of palliative care in the final academic year.GMS journal for medical education · 2021Article
- [Medical training in palliative care at the Hannover Medical School: development of the interdisciplinary and cross-sectoral education in the cross-sectional subject Q13 (WEISE-Q13)].Schmerz (Berlin, Germany) · 2020Article
- German version of the Death Attitudes Profile- Revised (DAP-GR) - translation and validation of a multidimensional measurement of attitudes towards death.BMC psychology · 2019Article
- Thai medical students' attitudes regarding what constitutes a "good death": a multi-center study.BMC medical education · 2019Article
- Interprofessional palliative care education for pediatric oncology clinicians: an evidence-based practice review.BMC research notes · 2018Review
- Can elearning be used to teach palliative care? - medical students' acceptance, knowledge, and self-estimation of competence in palliative care after elearning.BMC medical education · 2018Article
- Validation of the German revised version of the program in palliative care education and practice questionnaire (PCEP-GR).BMC palliative care · 2017Article
- [Cross-sectional field pain medicine Q14 - the Mainz model : Development of the pain medicine curriculum in the standard study course at the University Medical School of the Johannes Gutenberg University Mainz].Schmerz (Berlin, Germany) · 2017Article
- [PKT - Palliative competence test for physicians : Design and validation of a questionnaire to assess knowledge and specific self-efficacy expectations of physicians in palliative care].Schmerz (Berlin, Germany) · 2017Article
- Integrating exposure to palliative care in an undergraduate medical curriculum: student perspectives and strategies.International journal of medical education · 2017Article
- Evaluation of the current status of Rehabilitation, Physical Medicine and Naturopathy education 10 years after the reform of the Medical Licensure Act - a nationwide survey of German Medical Universities.GMS journal for medical education · 2017Article
- [Knowledge and attitude of medical students in Germany towards palliative care : Does the final year of medical school make a difference?].Schmerz (Berlin, Germany) · 2016Article
- [Student assessments in palliative medicine as the cross-disciplinary subject 13: Survey of 34 medical faculties in Germany].Schmerz (Berlin, Germany) · 2016Article
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14 authors.
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Abstract
backgroundBy means of the revision of the Medical Licensure Act for Physicians (ÄAppO) in 2009, undergraduate palliative care education (UPCE) was incorporated as a mandatory cross sectional examination subject (QB13) in medical education in Germany. Its implementation still constitutes a major challenge for German medical faculties. There is a discrepancy between limited university resources and limited patient availabilities and high numbers of medical students. Apart from teaching theoretical knowledge and skills, palliative care education is faced with the particular challenge of imparting a professional and adequate attitude towards incurably ill and dying patients and their relatives. PROJECT DESCRIPTION: Against this background, an evidence-based longitudinal UPCE curriculum was systematically developed following Kern's Cycle [1] and partly implemented and evaluated by the students participating in the pilot project. Innovative teaching methods (virtual standardised/simulated patient contacts, e-learning courses, interdisciplinary and interprofessional collaborative teaching, and group sessions for reflective self-development) aim at teaching palliative care-related core competencies within the clinical context and on an interdisciplinary and interprofessional basis.
resultsAfter almost five years of development and evaluation, the UPCE curriculum comprises 60 teaching units and is being fully implemented and taught for the first time in the winter semester 2014/15. The previous pilot phases were successfully concluded. To date, the pilot phases (n=26), the subproject "E-learning in palliative care" (n=518) and the blended-learning elective course "Communication with dying patients" (n=12) have been successfully evaluated.
conclusionAll conducted development steps and all developed programmes are available for other palliative care educators (Open Access). The integrated teaching formats and methods (video, e-learning module, interprofessional education, group sessions for reflexive self-development) and their evaluations are intended to make a contribution to an evidence-based development of palliative care curricula in Germany.
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