The Korean Journal of Hospice and Palliative Care

Faculty Members’ Attitudes toward the EOL Care Curricula across Different Course Structure and Format (N=27).

Item Course format* (M±SD) Length of instruction time (M±SD)


Separate (n=7) Integrated (n=20) t P-value ≤10 hrs (n=11) >10 hrs (n=14) t P-value
Satisfied with the EOL care curricula 2.40 (0.940) 2.86 (1.069) 1.070 0.341 2.18 (0.982) 2.86 (0.949) 1.740 0.095
Instruction time on EOL care is adequate 2.40 (0.940) 2.71 (1.380) 0.673 0.507 2.18 (1.250) 2.79 (0.893) 1.410 0.172
Students spend enough time in EOL care during clinical rotations 3.25 (1.251) 3.00 (0.816) 0.490 0.628 2.73 (1.421) 3.57 (0.852) 1.847 0.078
Students are prepared for clinical practice in EOL care 2.05 (0.887) 2.00 (0.577) 0.138 0.891 1.73 (0.647) 2.36 (0.842) 2.048 0.052
Total 2.52 (0.794) 2.64 (0.720) 0.3 0.72 2.20 (0.820) 2.89 (0.626) 2.31 0.026
The integrated course format means EOL care is taught as part of other courses; the separate course format is when the course in EOL care is offered not being integrated into other courses,
Two missing data.
EOL: End-of-Life.
Korean J Hosp Palliat Care 2019;22:207~218 https://doi.org/10.14475/kjhpc.2019.22.4.207
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