How effective is undergraduate palliative care teaching for medical students? A systematic literature review
Objectives To evaluate the effectiveness of palliative care teaching for undergraduate medical students.Design A systematic review was prepared according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidance. Screening, data extraction and quality assessment (mixed metho...
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| Format: | Article |
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BMJ Publishing Group
2020-09-01
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| Series: | BMJ Open |
| Online Access: | https://bmjopen.bmj.com/content/10/9/e036458.full |
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| author | Jason W Boland Jane Gibbins Megan E L Brown Gabrielle M Finn Angelique Duenas |
| author_facet | Jason W Boland Jane Gibbins Megan E L Brown Gabrielle M Finn Angelique Duenas |
| author_sort | Jason W Boland |
| collection | DOAJ |
| description | Objectives To evaluate the effectiveness of palliative care teaching for undergraduate medical students.Design A systematic review was prepared according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidance. Screening, data extraction and quality assessment (mixed methods and Cochrane risk of bias tool) were performed in duplicate.Data sources Embase, MEDLINE, PsycINFO, Web of Science, ClinicalTrials.gov, Cochrane and grey literature in August 2019. Studies evaluating palliative care teaching interventions with medical students were included.Results 1446 titles/abstracts and 122 full-text articles were screened. 19 studies were included with 3253 participants. 17 of the varied methods palliative care teaching interventions improved knowledge outcomes. The effect of teaching on clinical practice and patient outcomes was not evaluated in any study.Conclusions The majority of palliative care teaching interventions reviewed improved knowledge of medical students. The studies did not show one type of teaching method to be better than others, and thus no ‘best way’ to provide teaching about palliative care was identified. High quality, comparative research is needed to further understand effectiveness of palliative care teaching on patient care/clinical practice/outcomes in the short-term and longer-term.PROSPERO registration number CRD42018115257. |
| format | Article |
| id | doaj-art-0d608131cb24405880255c82b7b8ab4e |
| institution | Kabale University |
| issn | 2044-6055 |
| language | English |
| publishDate | 2020-09-01 |
| publisher | BMJ Publishing Group |
| record_format | Article |
| series | BMJ Open |
| spelling | doaj-art-0d608131cb24405880255c82b7b8ab4e2025-01-09T01:40:11ZengBMJ Publishing GroupBMJ Open2044-60552020-09-0110910.1136/bmjopen-2019-036458How effective is undergraduate palliative care teaching for medical students? A systematic literature reviewJason W Boland0Jane Gibbins1Megan E L Brown2Gabrielle M Finn3Angelique Duenas45 Palliative Medicine, Care Plus Group and St Andrew’s Hospice, NE Lincolnshire, UKDepartment of Palliative Medicine, Cornwall Partnership NHS Foundation Trust, Bodmin, UKHealth Professions Education Unit, Hull York Medical School, York, UKassociate vice president for teaching and learningHealth Professions Education Unit, Hull York Medical School, York, UKObjectives To evaluate the effectiveness of palliative care teaching for undergraduate medical students.Design A systematic review was prepared according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidance. Screening, data extraction and quality assessment (mixed methods and Cochrane risk of bias tool) were performed in duplicate.Data sources Embase, MEDLINE, PsycINFO, Web of Science, ClinicalTrials.gov, Cochrane and grey literature in August 2019. Studies evaluating palliative care teaching interventions with medical students were included.Results 1446 titles/abstracts and 122 full-text articles were screened. 19 studies were included with 3253 participants. 17 of the varied methods palliative care teaching interventions improved knowledge outcomes. The effect of teaching on clinical practice and patient outcomes was not evaluated in any study.Conclusions The majority of palliative care teaching interventions reviewed improved knowledge of medical students. The studies did not show one type of teaching method to be better than others, and thus no ‘best way’ to provide teaching about palliative care was identified. High quality, comparative research is needed to further understand effectiveness of palliative care teaching on patient care/clinical practice/outcomes in the short-term and longer-term.PROSPERO registration number CRD42018115257.https://bmjopen.bmj.com/content/10/9/e036458.full |
| spellingShingle | Jason W Boland Jane Gibbins Megan E L Brown Gabrielle M Finn Angelique Duenas How effective is undergraduate palliative care teaching for medical students? A systematic literature review BMJ Open |
| title | How effective is undergraduate palliative care teaching for medical students? A systematic literature review |
| title_full | How effective is undergraduate palliative care teaching for medical students? A systematic literature review |
| title_fullStr | How effective is undergraduate palliative care teaching for medical students? A systematic literature review |
| title_full_unstemmed | How effective is undergraduate palliative care teaching for medical students? A systematic literature review |
| title_short | How effective is undergraduate palliative care teaching for medical students? A systematic literature review |
| title_sort | how effective is undergraduate palliative care teaching for medical students a systematic literature review |
| url | https://bmjopen.bmj.com/content/10/9/e036458.full |
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