Integrating Spiritual Care Teaching Within the Australian Medical Curriculum

Abstract

Background

Spiritual care has been shown to be an important component of holistic patient care. However, students have reported it missing from current Australian medical school curricula. The aim of this study was to evaluate the impact of a three-hour spiritual care workshop designed to enable final year medical students to take a spiritual history from their patients.

Methods

We used a prospective pilot study design to evaluate a novel half-day workshop designed to equip final year medical students to assess the spiritual wellbeing of their patients. The impact of the spiritual care workshop was evaluated using video analysis of a formative objective structured clinical examination (OSCE) of a spiritual consultation using a standardised patient prior to and after the teaching episode. Students self-assessed confidence scales pre- and post-workshop. Student characteristics that might facilitate learning in this domain were assessed.

Results

Thirty-two final year medical students from four universities participated at two training sites. Video analysis by four independent assessors showed satisfactory inter-rater reliability and demonstrated a statistically significant increase (p < 0.001) in the use of spirituality questions. The students' self-assessed confidence scales pre- and post-workshop demonstrated statistically significant increases in assessing all domains except empathic responsiveness; the greatest improvement was in the spiritual domain.

Conclusion

Whilst this study was confined to medical students, we believe that the objective and subjective effectiveness demonstrated in this spiritual care workshop will be readily translatable into multidisciplinary holistic communication skills training.