Jolien Pieters - PhD project data for study 3

Focus group and individual interviews were conducted. The stakeholders were generally positive about the tasks and materials as learning was clearly organised around authentic learning that was relevant to the future profession. In addition, the learning tasks encouraged students to reflect not only on the four dimensions of palliative care, but also on their personal values.

All of the participants indicated that the program should be integrated vertically and horizontally throughout the undergraduate program, starting in the bachelor. Participants suggested giving more attention to cultural diversity within the tasks and learning materials. They also stressed the importance of student and patient safety, as palliative care is an emotionally charged subject.

Background

Palliative care is gaining importance within the physician’s range of duties. In the undergraduate medical curriculum, education on the four dimensions of care is insufficient. The spiritual dimension is hardly addressed.

Therefore, we developed a coherent set of learning tasks targeted at learning to communicate about the spiritual dimension. The learning tasks are based on educational principles of authentic learning, reflective learning and longitudinal integration in the curriculum.This article reports on the feasibility of using these learning tasks in the medical curricula.

Methods

Teachers and educational scientists were interviewed and students were asked to evaluate the learning tasks in focus groups. Interview transcripts were analysed by three independent researchers. Results The learning tasks encourage the students to reflect on the four dimensions of palliative care and their personal values.

Learning was clearly organised around authentic learning tasks relevant to the later profession, using paper, video cases, as well as simulations and real patients. Participants suggest giving more attention to cultural diversity. As palliative care is an emotionally charged subject, the safety of both student and patient should be guaranteed.

All participants indicated that the program should start in the bachelor phase and most agreed that it should be integrated vertically and horizontally throughout the undergraduate program, although there is some debate about the optimal moment to start. Conclusion The tasks, are authentic, encourage the students to reflect on the spiritual dimension of palliative care and are suitable for integration in the undergraduate medical curriculum.