Skip to main content
SpringerLink
Log in

Using Structured Clinical Instruction Modules (SCIM) in teaching palliative care to undergraduate medical students

  • Articles
  • Published:
Journal of Cancer Education Aims and scope Submit manuscript

Abstract

Background. Student evaluation of the palliative care attachment at The University of Western Australia highlighted certain shortcomings. Methods. A 2-hour Structured Clinical Instruction Module (SCIM) workshop was designed and implemented to address these issues. Results. Preworkshop and postworkshop questionnaires showed a marked increase in self-rated competence and suggested this improvement was directly attributable to the workshop. A follow-up survey of a small number of students demonstrated this increase was sustained over time. Conclusions. SCIMs appear to be an effective instructional format in the small group setting. We covered a broad range of topics in a cost-effective manner and with minimal tutors and resources.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Similar content being viewed by others

References

  1. Sullivan AM, Lakoma MD, Block SD. The status of medical education in end-of-life care: a national report. J Gen Intern Med. 2003;18:685–695.

    Article  PubMed  Google Scholar 

  2. Billings JA, Block S. Palliative care in undergraduate medical education: status report and future directions. JAMA. 1997;278:733–738.

    Article  CAS  PubMed  Google Scholar 

  3. Cassell E. The nature of suffering and the goals of medicine. N Engl J Med. 1982;306:639–645.

    Article  Google Scholar 

  4. Cairns W, Yates PM. Education and training in palliative care. Med J Aust. 2003;179(suppl 6):S26-S28.

    PubMed  Google Scholar 

  5. Australian and New Zealand Society of Palliative Medicine. Australian and New Zealand Society of Palliative Medicine Undergraduate Curriculum. Victoria, Australia: Australian and New Zealand Society of Palliative Medicine; 1999.

    Google Scholar 

  6. MacDonald N, Mount B, Boston W, et al. The Canadian palliative care undergraduate curriculum. J Cancer Educ. 1993;8:197–201.

    Article  CAS  PubMed  Google Scholar 

  7. Starmer D, Jamrozik K, Barton M, et al. Evaluating curriculum changes in undergraduate cancer education. J Cancer Educ. 2004; 19:156–160.

    Article  PubMed  Google Scholar 

  8. Plymale MA, Sloan PA, Johnson M, et al. Cancer pain education: the use of a structured clinical instruction module to enhance learning among medical students. J Pain Symptom Manage. 2000;20:4–11.

    Article  CAS  PubMed  Google Scholar 

  9. Sloan PA, Plymale MA, LaFountain P, et al. Equipping medical students to manage cancer pain: a comparison of three educational methods. J Pain Symptom Manage. 2004;27:333–342.

    Article  PubMed  Google Scholar 

  10. Sloan DA, Donnelly MB, Plymale MA, et al. Improving residents’ clinical skills with the structured clinical instruction module for breast cancer: results of a multiinstitutional study. J Surgery. 1997;122:324–333.

    Article  CAS  Google Scholar 

  11. Plymale M, Donnelly MB, Blue AV, et al. A multidimensional approach to breast cancer education. J Cancer Educ. 2000;15:5–9.

    CAS  PubMed  Google Scholar 

  12. Plymale MA, Sloan PA, Johnson M, et al. Cancer pain education: a structured clinical instruction module for hospice nurses. Cancer Nurs. 2001;24:424–429.

    Article  CAS  PubMed  Google Scholar 

  13. SPSS Inc. SPSS for Windows (version 12.0.2). Chicago: SPSS Inc; 2004.

    Google Scholar 

  14. Sloan DA, Donnelly MB, Plymale M, et al. The structured clinical instruction module as a tool for improving students’ understanding of breast cancer. Am Surg. 1997;63:255–260.

    CAS  PubMed  Google Scholar 

  15. Edwards RK, Kellner KR, Sistrom CL, et al. Medical student self-assessment of performance on an obstetrics and gynecology clerkship. Am J Obst Gynecol. 2003;188:1078–1082.

    Article  Google Scholar 

  16. Reiter HI, Eva KW, Hatala RM, et al. Self and peer assessment in tutorials: application of a relative-ranking model. Acad Med. 2002;77:1134–1139.

    Article  PubMed  Google Scholar 

  17. Rees C, Shepherd M. Students’ and assessors’ attitudes towards students’ self-assessment of their personal and professional behaviors. Med Educ. 2005;39:30–39.

    Article  PubMed  Google Scholar 

  18. Weiss PM, Koller CA, Hess LW, et al. How do medical student self-assessments compare with their final clerkship grades? Med Teach. 2005;27:445–449.

    Article  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Palliative Medicine, School of Medicine and Pharmacology, University of Western Australia, Nedlands, Australia

    Kirsten Auret MBBS, FRACP

  2. Department of Medical Oncology, Sir Charles Gairdner Hospital, 6009, Nedlands, Western Australia, Australia

    Darren L. Starmer BN, MEDSTDS (HONS)

Authors
  1. Kirsten Auret MBBS, FRACP
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Darren L. Starmer BN, MEDSTDS (HONS)
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Darren L. Starmer BN, MEDSTDS (HONS).

Rights and permissions

Reprints and permissions

About this article

Cite this article

Auret, K., Starmer, D.L. Using Structured Clinical Instruction Modules (SCIM) in teaching palliative care to undergraduate medical students. J Canc Educ 23, 149–155 (2008). https://doi.org/10.1080/08858190802043302

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1080/08858190802043302

Keywords

Search

Navigation