ArticleBMC medical education2026
Quality indicators in undergraduate palliative medicine education: a scoping review.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundPalliative care education in undergraduate medical curricula has historically lacked structured outcomes and measurable indicators, resulting in significant variability in the knowledge, skills and confidence that junior doctors possess. This scoping review, conducted in accordance with the JBI Guidelines, aimed to map the evidence on potential quality indicators (QIs) for palliative medicine education in the UK.
methodsA scoping review was conducted using the JBI methodology. Online databases (Medline, Embase, Emcare and CENTRAL) and grey literature sources were searched for relevant papers. The inclusion criteria were studies that involved undergraduate medical students or foundation-year doctors, focused on quality assessment in palliative care education, set in the UK, and published in English between February 2022 and March 2026. Data extraction and narrative synthesis were used to develop key themes, from which measurable QI statements were formulated. The PRISMA-Scr guidelines were followed in reporting this review.
resultsTen publications were included. Analysis identified six thematic areas: (1) compulsory palliative care education in curricula, (2) mandatory assessment, (3) simulation-based education, (4) inter- and multi-disciplinary team (MDT) working, (5) clinical placements in palliative care settings, and (6) the use of e-learning and IT. From these themes, six measurable QIs were developed and structured using the Donabedian framework.
conclusionsThe collated evidence highlights the need for a standardised, robust approach to palliative medicine teaching. The proposed QIs provide a practical, measurable framework for curriculum development and quality assurance. Future work should focus on piloting these indicators and evaluating their impact on the preparation of undergraduate doctors for practice.
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Registered trials
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