Abstract
Medical school curriculum typically consists of didactical experiences with minimal patient interaction for junior students followed by clinical experiences with supplementary didactics for senior students. Due to the focus on understanding basic medical concepts and disease pathophysiology during the first few years of medical school, students have limited exposure to real-life clinical situations that involve complex, difficult concepts such as death and dying. This leaves students ill-prepared to contribute meaningfully to patients’ end-of-life (EOL) care that they will inevitably encounter during their clerkship years. We believe that students would benefit from increased exposure to these difficult situations through structured educational environments, such as the No One Dies Alone Program. In this way, students can become more familiar with the difficult concepts of death and dying, learn how to make meaningful contributions in their patients’ EOL care, and ultimately provide patients with the “good death” they deserve.
Recommended Citation
Wang, Leonard Kuan-Pei; Reisler, Jenna Dale; and Mallya, Meghan Mukthi
(2022)
"No One Dies Alone: Addressing a Gap in Medical Education,"
Journal of Community Hospital Internal Medicine Perspectives: Vol. 12:
Iss.
6, Article 4.
DOI: 10.55729/2000-9666.1125
Available at:
https://scholarlycommons.gbmc.org/jchimp/vol12/iss6/4
