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Palliative Care Medical Student Education: a Cross-­Sectional Medical School Survey in Mainland China

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Palliative Care Medical Student Education: a Cross-­Sectional Medical School Survey in Mainland China BMJ Support Palliat Care: first published as 10.1136/bmjspcare-2019-002044 on 29 November 2019. Downloaded from Short report Palliative care medical student education: a cross- sectional medical school survey in mainland China Guanchen Ye ,1 Jiahui Mao ,2 Jingjing Hu,3 Jie Chen ,4 Therese Hesketh5 1The Stomatologic Hospital, ABSTRACT illness, through the prevention and relief School of Medicine, Zhejiang Objective According to the 2015 Quality of of suffering by means of early identifi- University, Hangzhou, China 2Zhejiang University School of Death Index, China ranks 71st in terms of quality cation and impeccable assessment and Medicine, Hangzhou, Zhejiang, of palliative care out of 80 countries. Lack of treatment of pain and other problems, China palliative care education for health professionals 1 3 physical, psychosocial and spiritual’. Zhejiang University School of is regarded as largely responsible. The study aims WHO has also called for training institu- Medicine, Hangzhou, Zhejiang, China to evaluate the status of palliative care education tions to make palliative care compulsory 4Zhejiang University School of for medical students in mainland China. in courses leading to basic professional Medicine, Centre for Global Methods A list of all medical schools was qualifications.2 Health, Hangzhou, China obtained from the Ministry of Education. A 5Institute for Global Health, UCL, With a population of over 1.3 billion, London, UK telephone survey of associate deans responsible China accounts for nearly one-fifth of for medical education at all 282 medical schools the world’s population and cancer is Correspondence to in mainland China was conducted in May 2019, the second cause of death (after cardio- Dr Jie Chen, Zhejiang University School of Medicine, Centre for following a standardised protocol. Telephone vascular disease). In 2015, there were Global Health, Hangzhou, China; interviews focused on attitudes to palliative care approximately 4.3 million patients with copyright. med_ chenjie@ zju. edu. cn teaching and the extent and manner in which newly diagnosed cancer and more than palliative care is incorporated into the curriculum. 3 This study was previously 2.8 million cancer deaths. Despite the presented as an abstract at The Results Associate deans from 173 (61.2%) of obvious need, access to good quality palli- Lancet- CAMS Health Summit, the 282 medical schools responded. A total of ative care is still very limited.4 2019. 120 schools (42.5%) completed the interview, There are two main academic organi- Received 22 September 2019 while 53 (18.7%) evaded direct questions related sations involving palliative care in China: Revised 2 November 2019 to palliative care. Of the responding deans, The Committee of Rehabilitation and Accepted 18 November 2019 92 (76.7%) regarded palliative care education Palliative Care and the Chinese Associ- as very important. However, only 11 (9.2%) ation for Life Care. These organisations provided specific teaching on palliative care. A are trying to promote the development of http://spcare.bmj.com/ few schools (n=18) integrated palliative care palliative care in China.5 education within required curricula, such as By 2018, China had a total of 276 facil- medical ethics and nursing science. The main ities, offering some form of palliative care reason reported for not providing palliative services but this included just 146 hospi- care education was that the medical curriculum tals (of a total 22 000) Most of these were dictated by the Ministry of Education does not in the major cities like Shanghai, Beijing, require it. Tianjin and Guangzhou.6 7 In rural areas, Conclusion A very small minority of medical such services are virtually non-existent. on September 28, 2021 by guest. Protected schools in mainland China have any formal According to the 2015 Quality of Death teaching about palliative care. Clearly, national Index (Economist Intelligence Unit, UK), © Author(s) (or their standards for didactic and clinical teaching in employer(s)) 2019. Re- use based on extensive research and inter- permitted under CC BY- NC. No palliative care for medical students and other views with palliative care experts in each commercial re- use. See rights health professionals are needed. country, China ranks 71st in terms of and permissions. Published by the quality of palliative care out of 80 BMJ. countries.8 To cite: Ye G, Mao J, Hu J, BACKGROUND The lack of education in palliative care et al. BMJ Supportive & Palliative Care Epub ahead The WHO defines palliative care as ‘an for health professionals has been identi- of print: [please include Day approach that improves the quality of life fied as an important factor that impedes Month Year]. doi:10.1136/ of patients and their families facing the the development of the discipline.9 bmjspcare-2019-002044 problems associated with life- threatening China’s medical education still focuses on Ye G, et al. BMJ Supportive & Palliative Care 2019;0:1–4. doi:10.1136/bmjspcare-2019-002044 1 BMJ Support Palliat Care: first published as 10.1136/bmjspcare-2019-002044 on 29 November 2019. Downloaded from Short report curing physical illnesses.10 According to a question- on the schools’ websites. In cases where schools had naire survey of four hundred interns from Third Mili- no related public information, we contacted the office tary Medical University, a major medical university in of the medical school to find the appropriate contact. southwest China, only 7.5% of interns felt adequately Deans who did not respond were contacted again after trained in basic pain management and 13% in the 1, 3, 7 and 14 days. All procedures were approved by management of terminally ill patients; 77% of interns the Zhejiang University Research Ethics Committee. reported that their communication skills regarding 11 management of terminal illness were also poor. Data collection The aim of this study was to assess the status of palli- The questionnaire was designed by the investigators ative care education in Chinese medical schools. The and reviewed by a consulting faculty member. All inves- focus was on the perceived importance and the extent tigators were trained by the Principal Investigator from and manner in which palliative care is incorporated the Centre for Global Health at Zhejiang University into the curriculum. School of Medicine. At the beginning of the telephone interview, we explained the purpose and the confiden- METHODS tiality of our study. Verbal consent was obtained before Questionnaire asking questions concerning palliative care education. The survey covered the following areas: (1) basic After each call, the interviewers immediately recorded information about the school, (2) curriculum time and the information using a standard proforma. content related to palliative care, for example, courses or clerkships, (3) the extent and manner in which palliative care is incorporated into the curriculum, RESULTS including an assessment of existing curriculum and the Table 1 describes the regional distribution and level textbook used (if any), (4) attitudes to palliative care of school of 282 medical schools of mainland China, teaching, (5) barriers related to teaching and training responding to the survey on palliative care. Of the 282 in this area. medical schools, associate deans from 173 (61.2%) responded and 120 (42.6%) deans completed the Study participants interview. The deans at a total of 19 key universities, We carried out a telephone survey of associate deans of 68 non- key universities, 33 3- year medical colleges copyright. medical education at all 282 medical schools in main- completed the interview. Fifty- three (18.7%) evaded land China in May 2019, following a standardised questions related to palliative care education in their protocol. Medical schools include those providing own institution, mostly by curtailing the interview. standard 5- year training programmes and also those The non- responders (38.8%) were unreachable despite which provide 3- year training focusing on primary several attempts. healthcare. Of the universities offering standard 5- year When asked about attitudes to palliative care training programmes, some take place at so- called key teaching, 92 of the 120 (76.7%) associate deans said it universities which are higher level and attract more was very important, 63 (52.5%) of the schools claimed resources from the government. We chose associate their undergraduate education involved palliative care deans of medical education or curricular affairs as our and 18 (15%) schools have integrated palliative educa- respondents because they are most familiar with the tion within required curricula, such as medical ethics http://spcare.bmj.com/ plans, policies and guidelines related to the curric- and nursing science. Thirty- nine (32.5%) schools had ulum content in medical schools. A list of schools was one or two lectures covering the topic of palliative obtained from the website of the Ministry of Educa- care. Only 11 schools (9%) had a separate course, of tion. Contact information for associate deans for which 2 were compulsory and 9 were elective. Only six medical education or curricular affairs was identified schools used a textbook which included palliative care. on September 28, 2021 by guest. Protected Table 1 Regional distribution and level of medical schools of mainland China Responding to a survey on palliative care Completed the View palliative Palliative care Offered a interview care education as education was specific course Characteristic N (%) (n (%)) important (n (%)) involved (n (%)) (n (%)) Region Eastern 114 (40.4%) 61 (53.5%) 47 (77.0%) 36 (59.0%) 7 (11.5%) Central 99 (35.1%) 32 (32.3%) 22 (68.8%) 13 (40.6%) 1 (3.1%) Western 69 (24.5%) 27 (39.1%) 23 (85.2%) 14 (51.9%) 3 (11.1%) Level of schools Key University 33 (11.7%) 19 (57.6%) 17 (89.5%) 14 (73.7%) 1 (5.3%) Non- key University 142 (50.4%) 68 (47.9%) 51 (75.0%) 39 (57.4%) 9 (13.2%) 3- year medical training colleges 107 (37.9%) 33 (30.8%) 24 (72.7%) 10 (30.3%) 1 (3.0%) 2 Ye G, et al.
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