Exploring family medicine preceptor and resident perceptions of medical assistance in dying and desires for education

Objective To examine the perspectives of family medicine preceptors and residents, including their interest and intent to participate in and their knowledge and willingness to teach or learn about medical assistance in dying (MAID). Design Two anonymous surveys were distributed via e-mail using a Dillman approach to residents and preceptors. Responses were collected between August 23 and November 29, 2016. Data were analyzed using descriptive and inferential statistics. Setting The large, 4-site Queen's University family medicine residency program in southeastern Ontario. Participants A total of 71 preceptors and 62 residents. Main outcome measures Physician and resident knowledge of and experience, comfort, and confidence with MAID; willingness to participate in MAID; perspectives on the effect of MAID on team relationships; and the importance, desired content, and delivery of MAID education. Results Overall, 45.2% of preceptors and 33.3% of residents responded. A low proportion of both preceptors and residents felt competent or comfortable discussing and exploring MAID with a patient, with preceptors feeling significantly more competent and comfortable than residents (P < .001 and P < .01, respectively). Paradoxically, significantly more residents than preceptors were willing to be part of a clinical team providing MAID through oral or intravenous routes (P < .001). In spite of this willingness to be involved, significantly fewer residents felt safe discussing personal perspectives on MAID in various clinical environments (P < .001). Most participants from both groups believed it was important to include MAID in the core family medicine residency curriculum and identified specific curriculum content and delivery strategies. Conclusion Family medicine preceptors and residents are willing and want to learn about MAID. Our research demonstrates a need to integrate MAID into the family medicine residency curriculum, with faculty development and continuing professional development for preceptors.