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Inventory Tool Survey

PREFACE

This inventory tool is provided as a way to organize your review of your undergraduate curriculum. It is intended to help you to identify facilities and resources available to you in your faculty. It can help you identify people who should participate on your local team. This task will take some time to accomplish and will involve getting information through your local team and through the undergraduate dean's office, and will have to be filled out in consultation with the person responsible for the courses in question. We would also ask you to submit the completed tool back to us so that we can establish a profile of teaching and evaluation in palliative and end-of-life care in undergraduate medical education across Canada. The results can than be communicated back to you so that you have a picture of your curriculum compared with that of other Canadian schools. We thank you in advance and if you have any questions please do not hesitate to contact the EFPPEC Staff.

For assistance, or further information, do not hesitate to contact:
Dr. Larry Librach: larry.librach@utoronto.ca    416-586-4800 Ext 6773
Ms. Louise Hanvey: lhanvey@scohs.on.ca    613-241-3663 Ext 320

When you have completed your curriculum analysis, you can submit it online by pressing the submit button. Or you can send a hard copy to Christina Panait
By fax: 613-241-3986  or
By mail: Educating Future Physicians in Palliative and End-of-Life Care
Annex B   Hôpital Saint-Vincent   60, rue Cambridge N.   Ottawa (Ontario)   K1R 7A5

1. GENERAL QUESTIONS

1.1 At your institution, who is responsible (person/persons) for the undergraduate curriculum?
Can you describe the structure for decision-making re: curriculum?

1.2 Is there a designated person responsible for curriculum in palliative and end-of-life care at your institution?

Yes
No

1.3 If so, please describe this person's affiliation and / or role (e.g., Theme Coordinator or Director).

1.4 Is there funding provided for curriculum in palliative and end-of-life care, either direct or indirect?

1.5 If so, please describe:

1.6 Is the faculty of medicine involved in curriculum renewal now?

Specific topic areas of palliative/end-of-life care in your undergraduate curriculum

MEDICAL EXPERT/SKILLED CLINICAL DECISION MAKER

2. Topic Area: Address and control pain and other symptoms in patients at the end-of-life

• Assess pain and symptoms effectively via a pain history, appropriate physical exam and relevant investigations.
• Use opioids effectively including effective prescribing, titration, breakthrough dosing and prevention of side effects.
• Use adjuvant modalities & medications for pain.
• Develop management plans for other symptoms including fatigue, constipation, dyspnea, nausea & vomiting.
• Monitor the efficacy of treatment plans.
• Record the management plan.

2.1 Are there specific learning objectives in this topic area in your medical school curriculum?

2.2 How is this topic area taught/facilitated in pre-clerkship?

2.3 How is this topic area taught/facilitated in clerkship?

2.4 Please describe the rotation -- for example the type of setting, type and amount of exposure, etc.

2.5 How is this topic area evaluated? (Check all that apply)

2.6 What resources are recommended to the students in this topic area? (Check all that apply.)

2.7 When was curriculum first established in this topic area?    

2.8 Has it been modified? (Y/N)    If yes, when?

MANAGER

3. Topic Area: End-of-life decision making and planning

• Determine, record and implement goals of care through effective communication with patient, family and other caregivers.
• Develop and discuss advance directives with patients and families.
• Discuss withdrawal and withholding of therapy.
• Describe models of end-of-life care.
• Discuss issues of physician assisted suicide and euthanasia.

3.1 Are there specific learning objectives in this topic area in your medical school curriculum?

3.2 How is this topic area taught/facilitated in pre-clerkship?

3.3 How is this topic area taught/facilitated in clerkship?

3.4 Please describe the rotation -- for example the type of setting, type and amount of exposure, etc.

3.5 How is this topic area evaluated? (Check all that apply)

3.6 What resources are recommended to the students in this topic area? (Check all that apply.)

3.7 When was curriculum first established in this topic area?    

3.8 Has it been modified? (Y/N)    If yes, when?

COMMUNICATOR/DOCTOR PATIENT RELATIONSHIP

4. Topic Area: Communicate effectively

• Deliver bad news effectively.
• Participate effectively in patient and family meetings.
• Educate patients and family about end-of-life care issues and pain and symptom management.
• Keep adequate medical records

4.1 Are there specific learning objectives in this topic area in your medical school curriculum?

4.2 How is this topic area taught/facilitated in pre-clerkship?

4.3 How is this topic area taught/facilitated in clerkship?

4.4 Please describe the rotation -- for example the type of setting, type and amount of exposure, etc.

4.5 How is this topic area evaluated? (Check all that apply)

4.6 What resources are recommended to the students in this topic area? (Check all that apply.)

4.7 When was curriculum first established in this topic area?    

4.8 Has it been modified? (Y/N)    If yes, when?

COLLABORATOR

5. Topic Area: Collaborate as a member of an interdisciplinary team

• Describe the roles of physicians and other formal caregivers in end-of-life care.
• Demonstrate interdisciplinary care in formal and informal teams.
• Demonstrate awareness of own attitudes towards dying and death.

5.1 Are there specific learning objectives in this topic area in your medical school curriculum?

5.2 How is this topic area taught/facilitated in pre-clerkship?

5.3 How is this topic area taught/facilitated in clerkship?

5.4 Please describe the rotation -- for example the type of setting, type and amount of exposure, etc.

5.5 How is this topic area evaluated? (Check all that apply)

5.6 What resources are recommended to the students in this topic area? (Check all that apply.)

5.7 When was curriculum first established in this topic area?    

5.8 Has it been modified? (Y/N)    If yes, when?

MEDICAL EXPERT / SKILLED CLINICAL DECISION MAKER

6. Topic Area: Psychosocial and spiritual issues in end-of-life care

• Describe psychosocial and spiritual issues in end-of-life care.
• Develop a plan with the interdisciplinary team to address those issues.
• Self-assess one’s own psychological and spiritual issues in caring for the dying.
• Demonstrate cultural competence in addressing end-of-life care.

6.1 Are there specific learning objectives in this topic area in your medical school curriculum?

6.2 How is this topic area taught/facilitated in pre-clerkship?

6.3 How is this topic area taught/facilitated in clerkship?

6.4 Please describe the rotation -- for example the type of setting, type and amount of exposure, etc.

6.5 How is this topic area evaluated? (Check all that apply)

6.6 What resources are recommended to the students in this topic area? (Check all that apply.)

6.7 When was curriculum first established in this topic area?    

6.8 Has it been modified? (Y/N)    If yes, when?

HEALTH ADVOCATE

7. Topic Area: Suffering

• Describe the elements of suffering in end-of-life care for patients, families and caregivers.
• Demonstrate self-awareness of their suffering and attitudes in dealing with the dying.

7.1 Are there specific learning objectives in this topic area in your medical school curriculum?

7.2 How is this topic area taught/facilitated in pre-clerkship?

7.3 How is this topic area taught/facilitated in clerkship?

7.4 Please describe the rotation -- for example the type of setting, type and amount of exposure, etc.

7.5 How is this topic area evaluated? (Check all that apply)

7.6 What resources are recommended to the students in this topic area? (Check all that apply.)

7.7 When was curriculum first established in this topic area?    

7.8 Has it been modified? (Y/N)    If yes, when?

8. Are there any interprofessional courses/programs being offered at your institution in palliative and end-of-life care?

If yes, please describe

9. OTHER TOPICS

The above areas of learning correspond to the competencies that have been identified by the EFFPEC Project.
We are aware that there are other areas related to end-of-life/palliative care that may be covered in your local curriculum. Please list other programs or learning objectives in these areas such as home care for the dying that you address.