| MEDICAL EDUCATION |
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| Year : 2018 | Volume
: 6
| Issue : 1 | Page : 152-156 |
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The educational challenge of End-of-Life conversations for our junior doctors
Josephine Suzanne Thomas1, Telena Ann Eastley2
1 Adelaide Medical School, Faculty of Health Sciences, The University of Adelaide, Adelaide SA, Australia
2 Department of General Medicine, Royal Adelaide Hospital, Adelaide SA, Australia
Correspondence Address:
Dr. Josephine Suzanne Thomas
School of Medicine, The University of Adelaide, Adelaide SA 5005
Australia
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/amhs.amhs_26_18
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Background: In current medical practice we face an increasing array of possible medical interventions, multi-morbid patients and an ageing population. End-of-life (EOL) conversations are key to navigating this complex landscape and ensuring that our patients receive the care most appropriate for their needs. The Challenges: The emotive nature of this topic is well recognised and uncertainties of diagnosis and prognosis can add to the difficulties of these discussions. Junior doctors face some specific challenges in acquiring and practising the necessary skills for EOL conversations in the workplace. Their educational needs are discussed in this article. Educational approach: The educational needs of junior doctors include provision of appropriate resources and reflection on experiences. A coaching style of supervision, with recognition of their skills and support for experiential learning facilitates ongoing development.
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