The Korean Journal of Hospice and Palliative Care

Comparison between EoL Curriculum Course Education Group and Non-education Group.

VariablesEducation group (N=25)Non-education group (N=39)P value

N (%)Mean±SDN (%)Mean±SD
 Male0 (0)28 (71.8)<0.001
 Female25 (100)11 (28.2)
 Undergraduate0 (0)20 (51.3)<0.001
 Graduate25 (100)19 (43.2)
Experience of the acquaintance’s death
 Yes6 (24)9 (23.1)0.581
 No19 (76)30 (61.2)
Experience of taking patients who needed EoL care on clerkship rotation
 Yes8 (32)3 (7.7)
 No17 (68)36 (92.3)0.016
Amount of acquisition of knowledge regarding components of EoL care
 ≥525 (100)21 (53.8)
 ≤40 (0)18 (46.2)<0.001
Amount of observation experience of clinical rotation regarding components of EoL care
 217 (68)14 (37.8)0.019
 ≤18 (32)23 (62.2)
Self-perceived items
 Medical students should learn how to assess and manage clinical problems relating to EoL care4.40±0.653.92±0.770.012
 Doctors should have good knowledge and skill toward EoL care4.28±0.743.90±0.680.021
 I think I have taken enough education related to EoL care3.88±0.932.74±0.720.000
 I feel clerkship rotation is enough to learn EoL care3.64±0.862.97±0.630.001
 I am satisfactory what I have learned about EoL care curriculum4.36±0.813.03±0.580.000
 I want to participate actively to learn EoL care4.32±0.563.59±0.750.000
 I am ready to practice to whom patients needed EoL care3.24±0.932.51±0.790.003

EoL: End-of-Life.

Korean J Hosp Palliat Care 2017;20:111~121
© Korean J Hosp Palliat Care