Educational agendas for interdisciplinary end-of-life curricula

R. A. Mularski, P. Bascom, M. L. Osborne

Research output: Contribution to journalReview articlepeer-review

41 Scopus citations


The importance of an interdisciplinary end-of-life curricula for the intensive care unit is now recognized. Educational agendas for interdisciplinary end-of-life curricula are being developed across the United States. However, the limited database on palliative care education precludes evidence-based recommendations. Through a case-based approach, the need for an interdisciplinary team is explored, including the definition of an interdisciplinary team and the step-wise incorporation of specific members, such as physicians, nurses, social workers, and the chaplain, as patient care evolves. Gore competencies for end-of-life care are enumerated including the approaches to end-of-life care, ethical and legal constraints, symptom management, specific end-of-life syndromes/palliative crises, and development of communication skills for trusting relationships. Finally, four phases of ICU management of curative and comfort care are proposed: phase I, focus on checklist for transfer; phase II, focus on life-saving treatments; phase III, focus on the "whole" patient; and phase IV, focus on palliative care.

Original languageEnglish (US)
Pages (from-to)N16-N23
JournalCritical care medicine
Issue number2 SUPPL.
StatePublished - 2001


  • Acute Physiology and Chronic Health Evaluation II
  • Education
  • Education of Physicians on End-of-Life Care
  • End-of-life care
  • End-of-life care curricula
  • Intensive care unit
  • Interdisciplinary curriculum
  • Interdisciplinary team
  • Palliative care
  • Study to Understand Prognoses and References for Outcomes and Risks of Treatment

ASJC Scopus subject areas

  • Critical Care and Intensive Care Medicine


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