ArticleMedEdPORTAL : the journal of teaching and learning resources2026
End-of-Life Education in Action: Evaluating Simulation-Based Palliative Care Training for Emergency Medicine Residents.
Article in MedEdPORTAL : the journal of teaching and learning resources, 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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: This simulation-based curriculum aimed to improve emergency medicine residents' confidence and knowledge in applying palliative care principles in end-of-life scenarios in the emergency department. Methods: Residents participated in 4 simulation cases: (1) an elderly patient on hospice presenting with altered mental status, whose surrogate requests full intervention despite physician orders for life-sustaining treatment (POLST) indicating do not resuscitate/do not intubate and comfort-focused goals; (2) a patient with advanced dementia and hypotension, with a 2-year-old POLST indicating "Full Code," requiring reassessment of goals of care; (3) a 3-year-old in cardiac arrest after drowning with no return of spontaneous circulation; and (4) a previously healthy 12-month-old found apneic and cyanotic with persistent arrest despite prolonged resuscitation. All cases and debriefs were performed in succession and completed in 1 hour. Critical actions included leading goals-of-care discussions, interpreting advance directives, transitioning to comfort measures, and delivering death notifications. Learning objectives focused on communication skills, symptom management, and ethical and legal considerations. Learners completed pre- and postsession surveys evaluating prior experience, self-reported confidence, and knowledge of palliative principles. Results: Thirty-one residents completed both surveys. Ninety percent reported feeling more prepared to lead end-of-life discussions. Knowledge scores increased from 72.9% to 79.4%. Qualitative feedback emphasized practicing difficult conversations, clear communication at the time of death, and a desire for further training in comfort-focused care and legal frameworks. Discussion: Simulation-based end-of-life education represents an effective method for preparing emergency medicine residents for complex palliative decision-making. Findings support curricular integration.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.