These 2 cross-sectional surveys evaluated the longitudinal
integrated palliative care curriculum at Prince
of Songkla University’s medical school as part of its
continuous development process. Based on the criteria
that at least 80% of the students should have
the confidence to manage the cases independently or
under supervision, our medical students perceived
themselves to be good at holistic care and communication
skills, but lacking in common symptoms
management and ethical aspects. The common promoting
factors for their learning experience were the
opportunity to contact the patient and manage the
cases by themselves during the clinical years, their
attitude of wanting to help the patient, the opportunity to practice frequently and the senior staff’s support
and supervision. The common barriers included lack
of knowledge or experience, time constraints, workload
and lack of senior staff or physician supervision
and support.
These 2 cross-sectional surveys evaluated the longitudinalintegrated palliative care curriculum at Princeof Songkla University’s medical school as part of itscontinuous development process. Based on the criteriathat at least 80% of the students should havethe confidence to manage the cases independently orunder supervision, our medical students perceivedthemselves to be good at holistic care and communicationskills, but lacking in common symptomsmanagement and ethical aspects. The common promotingfactors for their learning experience were theopportunity to contact the patient and manage thecases by themselves during the clinical years, theirattitude of wanting to help the patient, the opportunity to practice frequently and the senior staff’s supportand supervision. The common barriers included lackof knowledge or experience, time constraints, workloadand lack of senior staff or physician supervisionand support.
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