V.V. Golotyuk

          SHEI “Ivano-Frankivsk National Medical University”, Ivano-Frankivsk, Ukraine e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.



Abstract. The article is aimed at finding ways to provide high-quality training for students at the basic medical education stage in the provision of palliative care. It is wide-spread situation in clinical oncology, when the possibility of a special antitumor treatment is exhausted or its application is impossible due to the severity of the patient's condition, the presence of severe accompanying pathology, and the refusal of treatment. If doctors cannot significantly influence the development of the tumor process and prolong the patient's life expectancy, at least, it is necessary to improve its quality. The patient with cancer has the right to live the last segment of life more comfortably as much as possible, both physically and psychologically. Support for the maximum possible quality of life of the patient and his family members is the main task of symptomatic or palliative therapy of cancer patients. Palliative treatment in oncology is part of the provision of palliative care to the population and is provided using psychological, social and moral support, surgical and chemo-therapeutic methods in order to improve the quality and prolong life of patients.

The article deals with the components of mastering practical skills of students, especially their independent work in the study of palliative and hospice care at the Department of Oncology.

The basis for teaching palliative and hospice medicine is the Precarpathian Clinical Oncology Center and the Ivano-Frankivsk Regional Clinical Center for Palliative Care. Practical classes of the 6th year students include the study of the organization of palliative and hospice medicine, prevention, clinics, diagnostics, principles of treatment of the most common cancers, including the broncho-pulmonary system, digestive tract, mammary gland, thyroid gland, urinary tract, genital organs, skin and soft tissues. The classes take place in an oncologic clinic or hospice and consist of the following structural units: 1) assimilation of the theoretical part of the theme, demonstration of the thematic patient; 2) the work of students for the development of practical skills under the supervision of a teacher; 3) solution of situational tasks and test control.

The instructor of the Department of Oncology aims to form students’ knowledge and understanding of ethical, psychosocial problems of palliative care, develop the skills of medical ethics and deontology, to direct the student's attention to studying the criteria of quality of life, taking into account modern methods of their assessment, including the recommendations of the WHO. Independent work of students in the study of palliative medicine is a significant place in the pedagogical process. In addition to non-auditing training on theoretical issues of oncology, it includes the work of students in departmental hospitals or hospices, surgery and clinics under the supervision of a teacher.

During training oncology, the emphasis is given on the importance of integrating the research activities of students into the educational process in order to realize their creative potential and the ability to independently use their knowledge in future practical activities.

Conclusion. Clear organization of practical, independent and research work of students in the educational process promotes in-depth learning of students by professional disciplines, allows them to identify their personality fully, to formulate their own opinion on palliative care in cancer practice.


Key words: palliative care, oncology, education, pedagogical process, research work.


Full text: PDF (Rus)

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