Medical Assistance in Dying in health sciences curricula: A qualitative exploratory study

Background: This paper offers insight into (1) the driving and restraining forces impacting the inclusion of medical assistance in dying (MAID) in health sciences curricula, (2) the required resources for teaching MAID, and (3) the current placement of MAID in health sciences curricula in relation...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Janine Brown, Donna Goodridge, Lilian Thorpe
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2020
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/39a1c490d4994c5ea83576455cb5f3ad
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:39a1c490d4994c5ea83576455cb5f3ad
record_format	dspace
spelling	oai:doaj.org-article:39a1c490d4994c5ea83576455cb5f3ad2021-12-01T22:38:37ZMedical Assistance in Dying in health sciences curricula: A qualitative exploratory study10.36834/cmej.693251923-1202https://doaj.org/article/39a1c490d4994c5ea83576455cb5f3ad2020-09-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/69325https://doaj.org/toc/1923-1202 Background: This paper offers insight into (1) the driving and restraining forces impacting the inclusion of medical assistance in dying (MAID) in health sciences curricula, (2) the required resources for teaching MAID, and (3) the current placement of MAID in health sciences curricula in relation to end-of-life care concepts. Method: We conducted a qualitative exploratory study in a Canadian province using Interpretive Description, Force Field Analysis, and Change as Three Steps. We interviewed ten key informants (KI), representing the provincial health sciences programs of medicine, nursing, pharmacy, and social work. KIs held various roles, including curriculum coordinator, associate dean, or lecturing faculty. Data were analyzed via the comparative method using NVivo12. Results: Curriculum delivery structures, resources, faculty comfort and practice context, and uncertainty of the student scope of practice influenced MAID inclusion. Medical and pharmacy students were consistently exposed to MAID, whereas MAID inclusion in nursing and social work was determined by faculty in consideration with the pre-existing course objectives. The theoretical and legal aspects of MAID were more consistently taught than clinical care when faculty did not have a current practice context. Care pathways, accreditation standards, practice experts, peer-reviewed evidence, and local statistics were identified as the required resources to support student learning. MAID was delivered in conjunction with palliative care and ethics, legalities, and professional regulation courses. Conclusion: The addition of MAID in health sciences curricula is crucial to support students in this new practice context. Identifying the drivers and restrainers influencing the inclusion of MAID in health sciences curricula is critical to support the comprehensiveness of end-of-life education for all students. Janine BrownDonna GoodridgeLilian ThorpeCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 11, Iss 6 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Janine Brown Donna Goodridge Lilian Thorpe Medical Assistance in Dying in health sciences curricula: A qualitative exploratory study
description	Background: This paper offers insight into (1) the driving and restraining forces impacting the inclusion of medical assistance in dying (MAID) in health sciences curricula, (2) the required resources for teaching MAID, and (3) the current placement of MAID in health sciences curricula in relation to end-of-life care concepts. Method: We conducted a qualitative exploratory study in a Canadian province using Interpretive Description, Force Field Analysis, and Change as Three Steps. We interviewed ten key informants (KI), representing the provincial health sciences programs of medicine, nursing, pharmacy, and social work. KIs held various roles, including curriculum coordinator, associate dean, or lecturing faculty. Data were analyzed via the comparative method using NVivo12. Results: Curriculum delivery structures, resources, faculty comfort and practice context, and uncertainty of the student scope of practice influenced MAID inclusion. Medical and pharmacy students were consistently exposed to MAID, whereas MAID inclusion in nursing and social work was determined by faculty in consideration with the pre-existing course objectives. The theoretical and legal aspects of MAID were more consistently taught than clinical care when faculty did not have a current practice context. Care pathways, accreditation standards, practice experts, peer-reviewed evidence, and local statistics were identified as the required resources to support student learning. MAID was delivered in conjunction with palliative care and ethics, legalities, and professional regulation courses. Conclusion: The addition of MAID in health sciences curricula is crucial to support students in this new practice context. Identifying the drivers and restrainers influencing the inclusion of MAID in health sciences curricula is critical to support the comprehensiveness of end-of-life education for all students.
format	article
author	Janine Brown Donna Goodridge Lilian Thorpe
author_facet	Janine Brown Donna Goodridge Lilian Thorpe
author_sort	Janine Brown
title	Medical Assistance in Dying in health sciences curricula: A qualitative exploratory study
title_short	Medical Assistance in Dying in health sciences curricula: A qualitative exploratory study
title_full	Medical Assistance in Dying in health sciences curricula: A qualitative exploratory study
title_fullStr	Medical Assistance in Dying in health sciences curricula: A qualitative exploratory study
title_full_unstemmed	Medical Assistance in Dying in health sciences curricula: A qualitative exploratory study
title_sort	medical assistance in dying in health sciences curricula: a qualitative exploratory study
publisher	Canadian Medical Education Journal
publishDate	2020
url	https://doaj.org/article/39a1c490d4994c5ea83576455cb5f3ad
work_keys_str_mv	AT janinebrown medicalassistanceindyinginhealthsciencescurriculaaqualitativeexploratorystudy AT donnagoodridge medicalassistanceindyinginhealthsciencescurriculaaqualitativeexploratorystudy AT lilianthorpe medicalassistanceindyinginhealthsciencescurriculaaqualitativeexploratorystudy
_version_	1718404094787321856

Medical Assistance in Dying in health sciences curricula: A qualitative exploratory study

Ejemplares similares