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A National, Palliative Care Competency Framework for Undergraduate Medical Curricula

Author

Listed:
  • Jolien Pieters

    (Department of Educational Development and Research/School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, 6229 ER Maastricht, The Netherlands.)

  • Diana H.J.M. Dolmans

    (Department of Educational Development and Research/School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, 6229 ER Maastricht, The Netherlands.)

  • Marieke H.J. van den Beuken-van Everdingen

    (Centre of Expertise for Palliative Care Maastricht UMC+, 6229 HX Maastricht, The Netherlands)

  • Franca C. Warmenhoven

    (Department of Educational Development and Research/School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, 6229 ER Maastricht, The Netherlands.)

  • Judith H. Westen

    (Department of Educational Development and Research/School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, 6229 ER Maastricht, The Netherlands.)

  • Daniëlle M.L. Verstegen

    (Department of Educational Development and Research/School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, 6229 ER Maastricht, The Netherlands.)

Abstract

As nearly all doctors deal with patients requiring palliative care, it is imperative that palliative care education starts early. This study aimed to validate a national, palliative care competency framework for undergraduate medical curricula. We conducted a Delphi study with five groups of stakeholders (palliative care experts, physicians, nurses, curriculum coordinators, and junior doctors), inviting them to rate a competency list. The list was organized around six key competencies. For each competency, participants indicated the level to which students should have mastered the skill at the end of undergraduate training. Stability was reached after two rating rounds ( N = 82 round 1, N = 54 round 2). The results showed high levels of agreement within and between stakeholder groups. Participants agreed that theoretical knowledge is not enough: Students must practice palliative care competencies, albeit to varying degrees. Overall, communication and personal development and well-being scored the highest: Junior doctors should be able to perform these in the workplace under close supervision. Advance care planning scored the lowest, indicating performance in a simulated setting. A wide range of stakeholders validated a palliative care competency framework for undergraduate medical curricula. This framework can be used to guide teaching about palliative care.

Suggested Citation

  • Jolien Pieters & Diana H.J.M. Dolmans & Marieke H.J. van den Beuken-van Everdingen & Franca C. Warmenhoven & Judith H. Westen & Daniëlle M.L. Verstegen, 2020. "A National, Palliative Care Competency Framework for Undergraduate Medical Curricula," IJERPH, MDPI, vol. 17(7), pages 1-9, April.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:7:p:2396-:d:339852
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    References listed on IDEAS

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    1. Antonio Noguera & María Arantzamendi & Jesús López-Fidalgo & Alfredo Gea & Alberto Acitores & Leire Arbea & Carlos Centeno, 2019. "Student’s Inventory of Professionalism (SIP): A Tool to Assess Attitudes towards Professional Development Based on Palliative Care Undergraduate Education," IJERPH, MDPI, vol. 16(24), pages 1-12, December.
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    Cited by:

    1. Doris Y. P. Leung & Helen Y. L. Chan, 2020. "Palliative and End-of-Life Care: More Work is Required," IJERPH, MDPI, vol. 17(20), pages 1-7, October.

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