1 / 8

AMSA’s END OF LIFE EDUCATION FELLOWSHIP

AMSA’s END OF LIFE EDUCATION FELLOWSHIP. STUDENT PROJECT PROPOSAL Emily J. Gilmore, M4 University of New Mexico School of Medicine (UNM-SOM) July 30, 2004. GOALS:. To use the infrastructure already in place at UNM-SOM: Cross-cutting Themes Subcommittee on Palliative Medicine

klaus
Télécharger la présentation

AMSA’s END OF LIFE EDUCATION FELLOWSHIP

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. AMSA’s END OF LIFE EDUCATION FELLOWSHIP STUDENT PROJECT PROPOSAL Emily J. Gilmore, M4 University of New Mexico School of Medicine (UNM-SOM) July 30, 2004

  2. GOALS: • To use the infrastructure already in place at UNM-SOM: • Cross-cutting Themes Subcommittee on Palliative Medicine • Department of Internal Medicine, Palliative Care Section • Scattered lectures throughout Phase I • Hospice panal, Native American Elders panal, Lectures about Dementia and Delerium, End Stage Renal Disease, and Pain • PIM, general and specialty sessions • Death and Dying, Law in Medicine • Phase III clinical electives in Rural Hospice or Palliative Medicine • Cadaver Memorial Service • Medical Muse/Literature in Medicine • To present comprehensive curriculum changes to the Subcommittee for suggestions and ultimately integration/implementation.

  3. Curricular Activities • Undergraduate Medical Education: • Continue working with the Cross Cutting Themes Curriculum Subcommittee on Palliative Care on the following projects: • Organize lectures throughout Phase I (1 per block, except for Transitions) and propose lectures/readings to be implemented in Phase II. • Pair medical students with dying patients to follow throughout the course of their life. • Brainstorm with the PIM Death and Dying working group for the upcoming spring session. • Picturing your own death. • A writing session similar to what we did with Dr. Hauser.

  4. Curricular Activities continued: • Advocate for continued integration of end of life cases into the current PBL curriculum. • Coordinate with the organizers of ‘Law in Medicine Day’ to discuss the Legal and Ethical issues around End-of-Life care, particularly palliative care options of last resort (PAS, VSED, VAE and TS). • The session would start with filling out your own advanced directive. • Publicize the current 4th year electives in Rural Hospice and Palliative Medicine. • Maybe 1-2 students participate per year—thus raise the question as to whether a 2 week required rotation could be initiated for 4th medical students?

  5. Curricular Activities Continued: • Graduate Medical Education: • Use my medical student research project to provide feedback to current IM and FP residency programs directors regarding the efficacy of current End-of-Life Education. • On-line training modules? • Use of standardized patients? • Design and deliver a power point presentation on “Understanding the Hospice Benefit” at noon conference.

  6. Extracurricular Activities: • Compose a reading list for the Literature in Medicine Group: • Tuesdays with Morrie, The Death of Ivan Ilych • Revitalize the Death and Dying Interest Group started during my first year: • Organize two movie nights to show ‘Wit’ and ‘To Live until I die.’ • Have the on campus Medical Muse dedicate one of its issues to writings about death and dying: • Solicit junior medical students to write about their cadaver experience and senior medical students, residents and faculty to write about their experience on the wards.

  7. Future Directions: • Incorporate the EPEC training modules as required curriculum for both the medical students and interns at UNM? • Thoughts, comments, feedback?

  8. Special thanks to: Joan Hedgecock and The AMSA Foundation, Dr. Mike Marsche, Brittany and Cari, And the staff at Horizon, HOI and VITAS For making this great experience possible!

More Related