JOURNAL OF PALLIATIVE MEDICINEVolume 7, Number 1, 2004© Mary Ann Liebert, Inc.

DEBORAH E. SIMPSON, Ph.D., Feature Editor

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Editor’s Note:Do you tell a patient’s family that their loved has “died?” “Departed,” “Passed”? How do you

approach the family about organ donation? What do you document in the chart? What did it feellike the first time you “pronounced” a patient?

These and other topics are addressed as part of a 90-minute workshop for first-year family prac-tice residents on death pronouncement. Marchand and colleagues have been offering this annualworkshop since 1995 and have refined their approach to include multiple mediums (e.g., video-tape, poetry, prose), methods (e.g., role play, discussion) and presenters (e.g., experienced internist,faculty members, senior residents). They have also reflected on their workshop relative to the Ac-creditation Council on Graduate Medical Education (ACGME) competencies and recognized thatend-of-life educational interventions require instruction in all six domains: patient care, medicalknowledge, communication and interpersonal skills, practice-based learning, and systems-basedpractice.

Office of Educational Services, Medical College of Wisconsin, Milwaukee, Wisconsin.*Readers are encouraged to submit questions or ideas for upcoming topics to be addressed in Dilemmas in Palliative Care Ed-

ucation. Contact Deborah E. Simpson, Ph.D., Feature Editor, Office of Educational Services, Medical College of Wisconsin, Mil-waukee, WI, E-mail: dsimpson@mail.mcw.edu or call (414) 456-4332.

Dilemmas in Palliative Care Education*

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