Abstract：
BACKGROUND:Medical schools are improving end-of-life (EOL) care curricula; however, students rarely practice EOL communication skills in a safe learning environment. OBJECTIVE:Our objective was to study which curriculum improves students' ability to discuss hospice care. METHODS:We conducted a study of six family medicine clerkship blocks; three taught with a didactic curriculum (A) and three with an interactive curriculum (B). RESULTS:Students reported improvement in their skill and comfort in discussing hospice care in both groups. Subjectively more students commented on the instructiveness of curriculum B due to role-plays. CONCLUSION:A variety of curricular methods helped students' confidence and self-reflection around hospice discussions in a comfortable environment.
journal_name
Fam Medjournal_title
Family medicineauthors
Silk H,Weber CM,Dubreuil Msubject
Has Abstractpub_date
2009-04-01 00:00:00pages
240-2issue
4eissn
0742-3225issn
1938-3800journal_volume
41pub_type
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