ABSTRACT HintergrundDiese Arbeit verfolgte das Ziel, die Einstellung von Medizinstudenten mit und ohne Unterricht in Palliativmedizin zu aktiver
Sterbehilfe (AS) zu ermitteln und zu untersuchen, ob und inwiefern sich die Haltung im Verlauf des Studiums verändert.
MethodeEntwicklung eines Fragebogens mit 13 Items (Fokusgruppe, Pre-Test), der Fragen nach Wissen und Haltung berücksichtigt. Studenten
im 2. (2KS) und 6. (6KS) klinischen Semester an 2 Universitäten (U) mit (U1) bzw. ohne (U2) Palliativmedizin als Pflichtlehr-
und -prüfungsfach wurden befragt.
ErgebnisseDie Befürwortungsrate von AS bei 2KS an U2 und U1 war hoch, blieb an U2 stabil und sank deutlich an U1. An U1 sank der Anteil
der Studenten, der für sich selbst AS in Anspruch nehmen würde, stark, an U2 nur wenig. Bei Patienten AS durchzuführen, konnten
sich 40,9% (U2) bzw. 22,5% (U1) aller Studenten vorstellen; die große Mehrheit gab an, Ängste vor der Betreuung nicht heilbarer
Patienten zu haben. Von den 6KS fühlten sich nur 12,2% an U1 und 7,1% an U2 ausreichend auf die Betreuung sterbender Patienten
SchlussfolgerungDiese Befragung konnte einen deutlichen Einfluss des palliativmedizinischen Unterrichts zur ablehnenden Haltung von Studenten
zur AS nachweisen; dennoch ist die Pro-AS-Haltung hoch. Die Ergebnisse legen nahe, dass das Lehrangebot an Palliativmedizin
modifiziert und wesentlich verstärkt werden muss.
BackgroundThe aim of this study was to examine the attitude of medical students with or without tuition in palliative medicine towards
active euthanasia and whether this changes during the course of the study period.
MethodsA questionnaire was developed with 13 items (focus groups, preliminary tests) which takes knowledge and attitude into consideration.
Students in the 2nd (2CS) and 6th (6CS) clinical semesters at 2 universities with (U1) and without (U2) palliative medicine
as a compulsory subject were included.
ResultsThe initial approval rate for active euthanasia was high for students in 2CS at both universities (U1 and U2), remained stable
for U2 and sank clearly for U1. At U1 the number of students who would consider active euthanasia for themselves was greatly
reduced but only slightly for U2. Of all the students, 40.9% of U2 and 22.5% of U1 were of the opinion that they could practice
active euthanasia on patients. The majority admitted to being frightened to have responsibility for incurable patients. Of
the students in 6CS, only 12.2% from U1 and 7.1% from U2 considered themselves sufficiently prepared to be responsible for
terminally ill patients.
ConclusionsThe results of this questionnaire demonstrated a clear influence of tuition in palliative medicine on the rejection attitude
of students towards active euthanasia, however, the attitude proactive euthanasia was still high. The results indicate that
tuition in palliative medicine must be modified and substantially intensified.
- Palliative Medicine 10/2010; 24(7):744-6. DOI:10.1177/0269216310376556 · 2.85 Impact Factor
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ABSTRACT: Research on the teaching experiences and knowledge of medical students on end-of-life decisions in medicine is important because it provides information on the competency of future doctors with respect to an important field of clinical practice and can support the development of a curriculum. A multiple-choice and free-text survey on the teaching experiences and knowledge of final-year medical students at the universities of Bochum (Germany; n=212) and Tours (France; n=108) regarding end-of-life decisions in medicine was conducted during the last months of their studies. Our results indicate that even though students had training in ethico-legal aspects of end-of-life care and participated in clinical practice there is considerable lack of knowledge among students with respect to the ethico-legal framework for the limitation of treatment at the end of life. The study indicates that even with the recent changes in both medical schools there seems to be a further need to prepare students better for end-of-life issues.Journal of palliative medicine 10/2011; 14(11):1206-10. DOI:10.1089/jpm.2011.0184 · 2.06 Impact Factor
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ABSTRACT: To care for terminally ill and dying patients requires a thorough medical education, encompassing skills, knowledge, and attitudes in the field of palliative care. Undergraduate medical students in Germany will receive mandatory teaching in palliative care in the near future driven by recent changes in the Medical Licensure Act. Before new curricula can be implemented, the knowledge of medical students with respect to palliative care, their confidence to handle palliative care situations correctly, their therapeutic attitude, and their subjective assessment about previous teaching practices have to be better understood. We designed a composite, three-step questionnaire (self estimation of confidence, knowledge questions, and opinion on the actual and future medical curriculum) conducted online of final - year medical students at two universities in Germany. From a total of 318 enrolled students, 101 responded and described limited confidence in dealing with specific palliative care issues, except for pain therapy. With regard to questions examining their knowledge base in palliative care, only one third of the students (33%) answered more than half of the questions correctly. Only a small percentage of students stated they had gained sufficient knowledge and experience in palliative care during their studies, and the vast majority supported the introduction of palliative care as a mandatory part of the undergraduate curriculum. This study identifies medical students' limited confidence and knowledge base in palliative care in 2 German universities, and underlines the importance of providing a mandatory palliative care curriculum.BMC Palliative Care 11/2011; 10:19. DOI:10.1186/1472-684X-10-19 · 1.79 Impact Factor