The dying patient: teaching doctors to care

This article discusses the question of teaching doctors the humanistic components of caring for the dying. The difficulties of learning in the affective domain are compounded by the modern social attitude to death, which serves to distance the caregiver from the dying patient at the time of his greatest need. Values and attitudes can be taught. Experiential learning, supported by group discussion, is an accepted and available strategy but ethical decision-making is best taught by example and suitable attitudes can only be developed by teachers who have emotionally accepted their own mortality. Unfortunately, there is a shortage of teachers, with the right attitudes and skills, who will serve as suitable role models for our students. (AU)

Do relatives of terminally ill patients also benefit from hospice care?

An analysis was carried out on the extent to which staff responded to the relatives of cancer patients who had been admitted to the Consie Walters Hospice Care Centre, and the Pain Centre, both located in Kingston, Jamaica. Although no relationship was found between frequency of intervention and relatives' (caregivers') health, grief reactions were found to be related to a need for staff interaction. The more caregivers reported that they needed staff emotional support and practical assistance, the more intensely the reported grief, and the greater were their reports of anxiety and insomnia. Age was found to influence the relationship between adjustment and receiving intervention (AU)