How important do you think it is to include MAID in the core curriculum of a family medicine residency training program? | 67.6 (55.5–78.2) | 75.8 (63.3–85.8) | .139 |
Consider the development of the MAID curriculum in your residency program. How important would any of the following be in MAID-related curricular content? | | | |
• Advance care planning and end-of-life planning with patients | 94.4 (86.2–98.4) | 93.5 (84.3–98.2) | .321 |
• Discussion of MAID with patients | 77.5 (66.0–86.5) | 91.9 (85.2–98.7) | .072 |
• Regulations and legal aspects of MAID | 85.9 (75.6–93.0) | 90.3 (80.1–96.4) | .663 |
• Ethical issues related to MAID (including conscientious objection) | 87.3 (77.3–94.0) | 88.7 (78.1–95.3) | .154 |
• History and evolution of MAID in Canada | 43.7 (31.9–56.0) | 37.1 (25.2–50.3) | .743 |
• Technical aspects of MAID: general overview of processes and protocols | 78.9 (67.6–87.7) | 82.3 (70.5–90.8) | .489 |
• Technical aspects of MAID: specifics such as dosing protocols | 67.6 (55.5–78.2) | 61.3 (48.1–73.4) | .340 |
• Resident roles and challenges and involvement in MAID | 81.7 (70.7–89.9) | 74.2 (61.5–84.5) | .109 |
• Colleague and team relationships with respect to MAID | 84.5 (74.0–92.0) | 66.1 (53.0–77.7) | < .001 |