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Gilbert B. Zulian - One of the best experts on this subject based on the ideXlab platform.
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Palliative Care Education in Swiss undergraduate medical curricula: a case of too little, too early
Palliative medicine, 2008Co-Authors: Jose Pereira, Sophie Pautex, Boris Cantin, H. Gudat, Kathrin Zaugg, Steffen Eychmüller, Gilbert B. ZulianAbstract:Palliative medicine Education is an important strategy in ensuring that the needs of terminally ill patients are met. A review was conducted in 2007 of the undergraduate curricula of all five of Switzerland's medical schools to identify their Palliative Care-related content and characteristics. The average number of mandatory hours of Palliative Care Education is 10.2 h (median 8 h; range 0-27 h), significantly short of the 40 h recommended by the European Palliative Care Association's Education Expert Group. The median time allocated to designated Palliative Care blocks is 3 h (range 0-8 h). Most of the Education occurs before the clinical years, and there are no mandatory clinical rotations. Three schools offer optional clinical rotations but these are poorly attended (
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Palliative Care Education in swiss undergraduate medical curricula a case of too little too early
Palliative Medicine, 2008Co-Authors: Jose Pereira, Sophie Pautex, Boris Cantin, H. Gudat, Kathrin Zaugg, Steffen Eychmüller, Gilbert B. ZulianAbstract:Palliative medicine Education is an important strategy in ensuring that the needs of terminally ill patients are met. A review was conducted in 2007 of the undergraduate curricula of all five of Switzerland's medical schools to identify their Palliative Care-related content and characteristics. The average number of mandatory hours of Palliative Care Education is 10.2 h (median 8 h; range 0-27 h), significantly short of the 40 h recommended by the European Palliative Care Association's Education Expert Group. The median time allocated to designated Palliative Care blocks is 3 h (range 0-8 h). Most of the Education occurs before the clinical years, and there are no mandatory clinical rotations. Three schools offer optional clinical rotations but these are poorly attended (<10% of students). Although a number of domains are covered, ethics-related content predominates; 21 of a total of 51 obligatory hours (41%). Communication related to Palliative Care is largely limited to 'breaking bad news'. In two of the schools, the teaching is done primarily by Palliative Care physicians and nurses (70% or more of the teaching). In the others, it is done mostly by educators in other clinical specialties and ethics (approximately 90% of the teaching). These findings show significant deficiencies.
Jose Pereira - One of the best experts on this subject based on the ideXlab platform.
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Palliative Care Education in Swiss undergraduate medical curricula: a case of too little, too early
Palliative medicine, 2008Co-Authors: Jose Pereira, Sophie Pautex, Boris Cantin, H. Gudat, Kathrin Zaugg, Steffen Eychmüller, Gilbert B. ZulianAbstract:Palliative medicine Education is an important strategy in ensuring that the needs of terminally ill patients are met. A review was conducted in 2007 of the undergraduate curricula of all five of Switzerland's medical schools to identify their Palliative Care-related content and characteristics. The average number of mandatory hours of Palliative Care Education is 10.2 h (median 8 h; range 0-27 h), significantly short of the 40 h recommended by the European Palliative Care Association's Education Expert Group. The median time allocated to designated Palliative Care blocks is 3 h (range 0-8 h). Most of the Education occurs before the clinical years, and there are no mandatory clinical rotations. Three schools offer optional clinical rotations but these are poorly attended (
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Palliative Care Education in swiss undergraduate medical curricula a case of too little too early
Palliative Medicine, 2008Co-Authors: Jose Pereira, Sophie Pautex, Boris Cantin, H. Gudat, Kathrin Zaugg, Steffen Eychmüller, Gilbert B. ZulianAbstract:Palliative medicine Education is an important strategy in ensuring that the needs of terminally ill patients are met. A review was conducted in 2007 of the undergraduate curricula of all five of Switzerland's medical schools to identify their Palliative Care-related content and characteristics. The average number of mandatory hours of Palliative Care Education is 10.2 h (median 8 h; range 0-27 h), significantly short of the 40 h recommended by the European Palliative Care Association's Education Expert Group. The median time allocated to designated Palliative Care blocks is 3 h (range 0-8 h). Most of the Education occurs before the clinical years, and there are no mandatory clinical rotations. Three schools offer optional clinical rotations but these are poorly attended (<10% of students). Although a number of domains are covered, ethics-related content predominates; 21 of a total of 51 obligatory hours (41%). Communication related to Palliative Care is largely limited to 'breaking bad news'. In two of the schools, the teaching is done primarily by Palliative Care physicians and nurses (70% or more of the teaching). In the others, it is done mostly by educators in other clinical specialties and ethics (approximately 90% of the teaching). These findings show significant deficiencies.
Stephen Mason - One of the best experts on this subject based on the ideXlab platform.
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Chinese medical teachers' cultural attitudes influence Palliative Care Education: a qualitative study.
BMC palliative care, 2021Co-Authors: Antonia M Willemsen, Piret Paal, Silja Zhang, Stephen Mason, Frank ElsnerAbstract:BACKGROUND China holds one fifth of the world's population and faces a rapidly aging society. In its ambition to reach a health Care standard comparable to developed countries by 2030, the implementation of Palliative Care gains special importance. Until now, Palliative Care Education in China is limited and disparate. This study aims to explore and determine factors that have impeded the development and implementation of Palliative Care Education in China. METHODS We conducted semi-structured interviews with n=28 medical teachers from seven Chinese universities. Interviews were transcribed, and thematic analysis applied. RESULTS Three themes with two subthemes were constructed from data analysis. Theme 1 covers the still ambivalent perception of Palliative Care and Palliative Care Education among participants. The second theme is about cultural attitudes around death and communication. The third theme reflects participants' pragmatic general understanding of teaching. All themes incorporate obstacles to further implementation of Palliative Care and Palliative Care Education in China. CONCLUSIONS According to the study participants, Palliative Care implementation through Palliative Care Education in China is hindered by cultural views of medical teachers, their perception of Palliative Care and Palliative Care Education, and their understanding of teaching. The study demonstrates that current attitudes may work as an obstacle to the implementation of Palliative Care within the health Care system. Approaches to changing medical teachers' views on Palliative Care and Palliative Care Education and their cultural attitudes towards death and dying are crucial to further promote the implementation of Palliative Care in China.
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Status of Palliative Care Education in Mainland China: A systematic review.
Palliative & supportive care, 2020Co-Authors: Antonia M Willemsen, Silja Zhang, Stephen Mason, Frank ElsnerAbstract:Objective China is home to one-fifth of the world's population. In the setting of a growing and aging population as well as the designation of Palliative Care access as a human right in 2013, the implementation of Palliative Care in China gains special importance. Palliative Care Education is an important precondition to ensure a nationwide access to Palliative Care. This systematic review details the status of under- and postgraduate Palliative Care Education in China, examining both the students' and physicians' perception, knowledge, and skills in Palliative Care, and the available Educational interventions and programs. Method Four databases were searched in September 2018, using considered search terms. Titles, abstracts, and, if necessary, full texts were scanned to identify publications matching the inclusion criteria. Results Nine publications were included. They revealed six findings: Palliative Care Education is lacking in both under- and postgraduate medical Education, only a few programs exist. Palliative Care as a concept is well known, detailed knowledge, and practical skills are less developed. Chinese physicians consider Palliative Care an important field to be developed in cancer Care, yet the majority of healthCare professionals are not willing to work in Palliative Care services. Communication should be a main emphasis in Palliative Care Education, especially in undergraduate training. Finally, there is no highly qualified research on under- or postgraduate Palliative Care Education in Mainland China. Significance of results These findings suggest that Palliative Care Education in China is in demand and should be systematically integrated into medical Education. Further research on the topic is urgently needed.
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Assessing Palliative Care Education in undergraduate medical students: translation and validation of the Self-Efficacy in Palliative Care and Thanatophobia Scales for Brazilian Portuguese
BMJ open, 2020Co-Authors: Guilherme Gryschek, Stephen Mason, Dario Cecilio-fernandes, Marco Antonio De Carvalho-filhoAbstract:Background As the global population ages, Palliative Care is ever more essential to provide Care for patients with incurable chronic conditions. However, in many countries, doctors are not prepared to Care for dying patients. Palliative Care Education should be an urgent concern for all medical schools all around the world, including Latin America and Brazil. Advances in Palliative Care Education require robust assessment tools for constant evaluation and improvement of Educational programmes. Bandura’s social cognitive theory proposes that active learning processes are mediated by self-efficacy and associated outcome expectancies, both crucial elements of developing new behaviour. The Self-Efficacy in Palliative Care (SEPC) and Thanatophobia Scales were developed using Bandura’s theory to assess the outcomes of Palliative Care training. Objectives We aimed to translate and validate these scales for Brazilian Portuguese to generate data on how well doctors are being prepared to meet the needs of their patients. Design Cross-sectional study. Setting One Brazilian medical school. Participants Third-year medical students. Methods The authors translated the scales following the European Organisation for Research and Treatment of Cancer’s recommendations and examined their psychometric properties using data collected from a sample of 111 students in a Brazilian medical school in 2017. Results The Brazilian versions of SEPC and Thanatophobia Scales showed good psychometric properties, including confirmatory factor analysis, replicating the original factors (factor range: 0.51–0.90), and acceptable values of reliability (Cronbach’s alpha: 0.82–0.97 and composite reliability: 0.82–0.96). Additionally, the Brazilian versions of the scales showed concurrent validity, demonstrated through a significant negative correlation. Conclusions The Brazilian version of the scales may be used to assess the impact of current undergraduate training and identify areas for improvement within Palliative Care Educational programmes. The data generated allow Brazilian researchers to join international conversations on this topic and educators to develop tailored pedagogical approaches.
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O-7 Robotic technology and Palliative Care Education: the development of a ‘nao robot’ computer program
BMJ Supportive & Palliative Care, 2017Co-Authors: Bethany Sturgeon, Stephen Mason, Terry R. Payne, Amara Callistus NwosuAbstract:Background Robots are increasingly being used to support management in certain areas of healthCare Education. However, the potential application of robotics in Palliative Care Education or simulation has not been explored. Aim This collaborative project between Computer Science and Palliative Care aimed to program a robot to convey emotion in response to human interaction, in order to develop a robotics program for potential use in Palliative Care Education. Methods The Nao robot is an autonomous, programmable humanoid robot that is controlled by a Linux-based operating system. The robot has capabilities for voice recognition and sound localisation (in-built microphones), multilingual text-to-speech synthesis (in-built speakers) and vision, which include facial and shape recognition (in-built high definition cameras). The robot was programmed by a computer scientist to convey ten emotions (relaxed, anger, withdrawn/sad, lightly crying, heavy sobbing, happy/excited, sCared, tired, laughing and dancing) through its posture, movement and speech, in response to human-voiced questions and interaction. Results The robot was successfully programmed to convey the ten target emotions in response to direct questions posed by a human subject. Discussions around the robot’s displayed emotions were explored (e.g. “why are you sad?”) to assess the potential of human-computer interaction. The robot continues to acquire a growing lexicon of vocabulary, in addition to an increasing number actions and responses. The robot acts both autonomously and through direct instruction of the operator. Conclusions We have successfully programmed a robot to interact with humans and display emotional responses. This technology could potentially be used to develop innovative ways to engage individuals in discussion about Palliative Care issues and create opportunities to use robots for interactive Educational activity. Consequently, further research can explore the potential to use robotic technology in Palliative Care for Education, and to promote discussion with the public (e.g. children) and healthCare professionals.
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o 7 robotic technology and Palliative Care Education the development of a nao robot computer program
BMJ, 2017Co-Authors: Bethany Sturgeon, Stephen Mason, Terry R. Payne, Amara Callistus NwosuAbstract:Background Robots are increasingly being used to support management in certain areas of healthCare Education. However, the potential application of robotics in Palliative Care Education or simulation has not been explored. Aim This collaborative project between Computer Science and Palliative Care aimed to program a robot to convey emotion in response to human interaction, in order to develop a robotics program for potential use in Palliative Care Education. Methods The Nao robot is an autonomous, programmable humanoid robot that is controlled by a Linux-based operating system. The robot has capabilities for voice recognition and sound localisation (in-built microphones), multilingual text-to-speech synthesis (in-built speakers) and vision, which include facial and shape recognition (in-built high definition cameras). The robot was programmed by a computer scientist to convey ten emotions (relaxed, anger, withdrawn/sad, lightly crying, heavy sobbing, happy/excited, sCared, tired, laughing and dancing) through its posture, movement and speech, in response to human-voiced questions and interaction. Results The robot was successfully programmed to convey the ten target emotions in response to direct questions posed by a human subject. Discussions around the robot’s displayed emotions were explored (e.g. “why are you sad?”) to assess the potential of human-computer interaction. The robot continues to acquire a growing lexicon of vocabulary, in addition to an increasing number actions and responses. The robot acts both autonomously and through direct instruction of the operator. Conclusions We have successfully programmed a robot to interact with humans and display emotional responses. This technology could potentially be used to develop innovative ways to engage individuals in discussion about Palliative Care issues and create opportunities to use robots for interactive Educational activity. Consequently, further research can explore the potential to use robotic technology in Palliative Care for Education, and to promote discussion with the public (e.g. children) and healthCare professionals.
Amara Callistus Nwosu - One of the best experts on this subject based on the ideXlab platform.
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O-7 Robotic technology and Palliative Care Education: the development of a ‘nao robot’ computer program
BMJ Supportive & Palliative Care, 2017Co-Authors: Bethany Sturgeon, Stephen Mason, Terry R. Payne, Amara Callistus NwosuAbstract:Background Robots are increasingly being used to support management in certain areas of healthCare Education. However, the potential application of robotics in Palliative Care Education or simulation has not been explored. Aim This collaborative project between Computer Science and Palliative Care aimed to program a robot to convey emotion in response to human interaction, in order to develop a robotics program for potential use in Palliative Care Education. Methods The Nao robot is an autonomous, programmable humanoid robot that is controlled by a Linux-based operating system. The robot has capabilities for voice recognition and sound localisation (in-built microphones), multilingual text-to-speech synthesis (in-built speakers) and vision, which include facial and shape recognition (in-built high definition cameras). The robot was programmed by a computer scientist to convey ten emotions (relaxed, anger, withdrawn/sad, lightly crying, heavy sobbing, happy/excited, sCared, tired, laughing and dancing) through its posture, movement and speech, in response to human-voiced questions and interaction. Results The robot was successfully programmed to convey the ten target emotions in response to direct questions posed by a human subject. Discussions around the robot’s displayed emotions were explored (e.g. “why are you sad?”) to assess the potential of human-computer interaction. The robot continues to acquire a growing lexicon of vocabulary, in addition to an increasing number actions and responses. The robot acts both autonomously and through direct instruction of the operator. Conclusions We have successfully programmed a robot to interact with humans and display emotional responses. This technology could potentially be used to develop innovative ways to engage individuals in discussion about Palliative Care issues and create opportunities to use robots for interactive Educational activity. Consequently, further research can explore the potential to use robotic technology in Palliative Care for Education, and to promote discussion with the public (e.g. children) and healthCare professionals.
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o 7 robotic technology and Palliative Care Education the development of a nao robot computer program
BMJ, 2017Co-Authors: Bethany Sturgeon, Stephen Mason, Terry R. Payne, Amara Callistus NwosuAbstract:Background Robots are increasingly being used to support management in certain areas of healthCare Education. However, the potential application of robotics in Palliative Care Education or simulation has not been explored. Aim This collaborative project between Computer Science and Palliative Care aimed to program a robot to convey emotion in response to human interaction, in order to develop a robotics program for potential use in Palliative Care Education. Methods The Nao robot is an autonomous, programmable humanoid robot that is controlled by a Linux-based operating system. The robot has capabilities for voice recognition and sound localisation (in-built microphones), multilingual text-to-speech synthesis (in-built speakers) and vision, which include facial and shape recognition (in-built high definition cameras). The robot was programmed by a computer scientist to convey ten emotions (relaxed, anger, withdrawn/sad, lightly crying, heavy sobbing, happy/excited, sCared, tired, laughing and dancing) through its posture, movement and speech, in response to human-voiced questions and interaction. Results The robot was successfully programmed to convey the ten target emotions in response to direct questions posed by a human subject. Discussions around the robot’s displayed emotions were explored (e.g. “why are you sad?”) to assess the potential of human-computer interaction. The robot continues to acquire a growing lexicon of vocabulary, in addition to an increasing number actions and responses. The robot acts both autonomously and through direct instruction of the operator. Conclusions We have successfully programmed a robot to interact with humans and display emotional responses. This technology could potentially be used to develop innovative ways to engage individuals in discussion about Palliative Care issues and create opportunities to use robots for interactive Educational activity. Consequently, further research can explore the potential to use robotic technology in Palliative Care for Education, and to promote discussion with the public (e.g. children) and healthCare professionals.
Steffen Eychmüller - One of the best experts on this subject based on the ideXlab platform.
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Palliative Care Education in Swiss undergraduate medical curricula: a case of too little, too early
Palliative medicine, 2008Co-Authors: Jose Pereira, Sophie Pautex, Boris Cantin, H. Gudat, Kathrin Zaugg, Steffen Eychmüller, Gilbert B. ZulianAbstract:Palliative medicine Education is an important strategy in ensuring that the needs of terminally ill patients are met. A review was conducted in 2007 of the undergraduate curricula of all five of Switzerland's medical schools to identify their Palliative Care-related content and characteristics. The average number of mandatory hours of Palliative Care Education is 10.2 h (median 8 h; range 0-27 h), significantly short of the 40 h recommended by the European Palliative Care Association's Education Expert Group. The median time allocated to designated Palliative Care blocks is 3 h (range 0-8 h). Most of the Education occurs before the clinical years, and there are no mandatory clinical rotations. Three schools offer optional clinical rotations but these are poorly attended (
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Palliative Care Education in swiss undergraduate medical curricula a case of too little too early
Palliative Medicine, 2008Co-Authors: Jose Pereira, Sophie Pautex, Boris Cantin, H. Gudat, Kathrin Zaugg, Steffen Eychmüller, Gilbert B. ZulianAbstract:Palliative medicine Education is an important strategy in ensuring that the needs of terminally ill patients are met. A review was conducted in 2007 of the undergraduate curricula of all five of Switzerland's medical schools to identify their Palliative Care-related content and characteristics. The average number of mandatory hours of Palliative Care Education is 10.2 h (median 8 h; range 0-27 h), significantly short of the 40 h recommended by the European Palliative Care Association's Education Expert Group. The median time allocated to designated Palliative Care blocks is 3 h (range 0-8 h). Most of the Education occurs before the clinical years, and there are no mandatory clinical rotations. Three schools offer optional clinical rotations but these are poorly attended (<10% of students). Although a number of domains are covered, ethics-related content predominates; 21 of a total of 51 obligatory hours (41%). Communication related to Palliative Care is largely limited to 'breaking bad news'. In two of the schools, the teaching is done primarily by Palliative Care physicians and nurses (70% or more of the teaching). In the others, it is done mostly by educators in other clinical specialties and ethics (approximately 90% of the teaching). These findings show significant deficiencies.