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首页> 外文期刊>Journal of palliative medicine >Determinants of medical students' perceived preparation to perform end-of-life care, quality of end-of-life care education, and attitudes toward end-of-life care.
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Determinants of medical students' perceived preparation to perform end-of-life care, quality of end-of-life care education, and attitudes toward end-of-life care.

机译：医学生对进行临终关怀的准备程度，临终关怀教育的质量以及对临终关怀的态度的决定性因素。

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BACKGROUND: Medical students' learning about end-of-life care can be categorized into three learning modalities: formal curriculum, taught in lectures; informal curriculum, conveyed through clinical experiences; and "hidden curriculum," inferred from behaviors and implicit in medical culture. In this study, we evaluated associations between survey items assessing these learning modalities and students' perceptions of their preparation, quality of education, and attitudes toward end-of-life care. METHODS: Data were collected from a national survey of fourth-year medical students (n = 1455) at 62 medical schools in 2001. Linear regression analyses were performed to assess associations between formal, informal and hidden end-of-life care curricula and students' perceived preparedness to provide end-of-life care, quality of end-of-life care education and attitudes toward end-of-life, controlling for students' demographics and clustered by school. RESULTS: Students reporting more exposure to formal and informal curricula felt more prepared and rated their end-of-life care education higher. Students with more exposure to a hidden curriculum that devalued end-of-life care perceived their preparation as poorer and had poorer attitudes toward end-of-life care. Minority students had slightly more negative attitudes but no differences in perceived end-of-life care preparation. CONCLUSIONS: Medical students' sense of preparedness for end-of-life care and perceptions of educational quality are greater with more coursework and bedside teaching. By contrast, the hidden curriculum conveying negative messages may impair learning. Our findings suggest that implicit messages as well as intentional teaching have a significant impact on students' professional development. This has implications for designing interventions to train physicians to provide outstanding end-of-life care.
机译：背景：医学生对临终护理的学习可以分为三种学习方式：正规课程，讲座授课;通过临床经验传达的非正式课程;和“隐藏课程”，这些行为是从行为推断出来的，并且在医学文化中是隐含的。在这项研究中，我们评估了评估这些学习方式的调查项目与学生对其准备，教育质量以及对临终护理态度的看法之间的关联。方法：数据收集自2001年对62所医学院校的四年级医学生（n = 1455）进行的全国调查。进行了线性回归分析，以评估正式，非正式和隐藏的临终护理课程与学生之间的关联感知到的准备提供临终关怀的准备，临终关怀教育的质量以及对临终关怀的态度，控制学生的人口统计资料并按学校分类。结果：报称更多接触正规和非正规课程的学生感到更加准备充足，并且对临终护理教育的评价更高。对隐藏式课程有更多了解的学生会贬低临终关怀的价值，他们认为自己的准备工作较差，对临终关怀的态度也较差。少数族裔学生的消极态度略强一些，但在临终护理的准备方面没有差异。结论：随着课程工作和床旁教学的增多，医学生对临终护理的准备意识和对教育质量的认识也将提高。相比之下，隐藏的传达负面信息的课程可能会损害学习。我们的发现表明，隐性信息以及有目的的教学对学生的职业发展有重大影响。这对于设计干预措施以培训医师以提供出色的报废服务具有重要意义。

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