Enhancing medical students' understanding of end-of-life care ethics and law through video-triggered expert-led debriefing: a two-stage study

被引：0

作者：

Chao, Yuan-Ping ^{[1
,2
]}

Tsai, Yu-Lun ^{[3
,4
]}

Ng, Daphne Yih ^{[1
,2
]}

Liaw, Jen-Jiuan ^{[3
]}

Fu, Chung-Pei ^{[5
]}

Wang, Chih-Chia ^{[1
,2
]}

机构：

[1] Natl Def Med Ctr, Sch Med, 161 Sec 6,Minquan E Rd, Taipei City 11490, Taiwan

[2] Natl Def Med Ctr, Triserv Gen Hosp, Dept Family & Community Med, 325 Sec 2,Chenggong Rd, Taipei City 11490, Taiwan

[3] Natl Def Med Ctr, Sch Nursing, 161 Sec 6,Minquan E Rd, Taipei City 114201, Taiwan

[4] Natl Def Med Ctr, Triserv Gen Hosp, Dept Nursing, 325 Sec 2,Chenggong Rd, Taipei City 114202, Taiwan

[5] Fu Jen Catholic Univ, Coll Med, Dept Occupat Therapy, 510 Zhongzheng Rd, New Taipei City 24205, Taiwan

来源：

BMC MEDICAL EDUCATION | 2024年 / 24卷 / 01期

关键词：

Video triggered; End-of-life care; Know-want-learn strategy; EDUCATION;

D O I：

10.1186/s12909-024-06304-2

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Background Taiwan enacted the Hospice Palliative Care Act in 2000 and the Patient Autonomy Act in 2016. However, medical education has emphasized palliative care skills over ethical and legal integration. This study developed a curriculum for pre-clinical students, focusing on applying these issues in end of life care. Methods The participants were fourth-year medical students enrolled in a 1-credit medical ethics and law course at a medical school in Taiwan. The study employed a two-stage design, combining quantitative pretests and posttests with qualitative data obtained through the Know-Want-Learn strategy. The curriculum, called the video-triggered expert-led debrief module, included a video scenario on end of life care, insights shared by three interprofessional experts, and students debrief. In 2021, 168 students participated, and a quantitative questionnaire using a pretest-posttest design was applied to assess the curriculum's impact on students' knowledge and attitudes toward end of life care. In 2022, 157 students participated, and the survey used open-ended questionnaires (the Know-Want-Learn strategy) to evaluate what students already knew and what they wanted to know before the module, as well as what they had learned afterward. Results In 2021, we collected 166 (98.8%) valid responses in the quantitative questionnaire. Seven of the eight knowledge-based questions and four of the seven learning motivation items showed significant improvement in the posttest (P < 0.05). In 2022, 81 (51.6%) valid responses were obtained from the qualitative questionnaire. Before the module, students' understanding was superficial and focused on literal meanings. Three themes emerged in what they wanted to know: medical decision-making, ethics and laws, and empathetic communication, with eight subthemes. After the module, three themes and six subthemes were identified in the "what I learned" section. Students reported gaining knowledge related to ethics and laws, and empathetic communication. Conclusions The video-triggered expert-led debrief module can effectively teach the application of medical ethics and laws in end of life care. This approach has shown positive results among young medical students. It enhances students' learning motivation, deepens their understanding of ethics and laws, and empathetic communication. It further encourages them to reflect deeply on the meaning of healthcare.

引用

页数：10