Palliative Care Course for 4th-Year Undergraduate Medical Students in Lausanne: Evaluation Framework and Results

In 2007, an eight-hour palliative care course (part of the fourth-year undergraduate medical curriculum) at the University of Lausanne was revised to incorporate interactive learning methods, small-group problem-based learning, and some limited computer-based learning (e-learning). Clearer learning objectives (focusing on changes in attitudes toward terminal patients) were formulated. This study developed an appropriate evaluation framework (based on a questionnaire) to assess the impact of this course, by measuring: (a) the student’s experience of the course and its various elements (closed and open-ended questions, focus group); (b) changes in attitudes (a 10-item Likert scale); (c) changes in self-perceived competency levels (7-item Likert scale); and (d) knowledge. Students completed the surveys before and immediately after the course. Between 45 and 74 students out of 104 participated in the various modules of the course. This was an improvement from previous years’ numbers (between 21 and 45). There were significant improvements in four of the attitudinal items. Self-perceived competency levels improved across all items, from generally very low to medium. Only one item showed changes in students’ knowledge: the definition of dyspnea. Generally, students viewed palliative care as more active care and considered it more professionally satisfying after the course. Overall, the course received very positive feedback by the students. The course was able to positively improve student’s attitudes toward caring for terminal patients. It made them feel more comfortable. Since the knowledge domain was largely addressed through the e-learning modules (because of time limitations) and few students accessed these, there was unsurprisingly no improvement in that domain. This evaluation framework appears useful to evaluate similar courses. The results will assist the course’s further development.