Chapter 2 40 RESULTS The national blueprint The assessment of the national blueprint is described in Tab. 2. We found that four of the five domains were present in the national blueprint. The national blueprint did not mention the first domain on psychological, sociological, cultural, and spiritual aspects of death and dying. The fourth and fifth domain were only marginally mentioned in the light of other subjects in the national blueprint. Table 2. The presence of the five domains of end-of-life care (ELC) in the Dutch national blueprint for medical education End terms national blueprint Domain 1: Psychological, sociological, cultural, and spiritual aspects of death and dying - Domain 2: Communication and conversational techniques 6.2.2.4. After the bad news conversation, the young doctor is able to guide and support the patient and his loved ones adequately. 6.2.2.4. To guide and support the chronically and the terminally ill in palliative care. Domain 3: Pathophysiology and treatment of symptoms 7.2.4.5. After the master program, the young doctor has knowledge about care for the terminally ill and the young doctor has knowledge about the dying process and about determining the cause of death. 8.3.1.2.4. A fter the bachelor program, the student has knowledge on the conception and development, growth, and sexual maturation, and ageing and dying of an organism. 9.2.2.5. A fter the master program, the young doctor has knowledge on and insight in the conception, development, growth, sex maturation, ageing and dying process of an organism. 9.2.2.7. A fter the master program, the young doctor has knowledge on and insight in pathophysiology of the dying process and death of an organism. Domain 4: Juridical and ethical aspects 9.3.3.10. A fter the master program, the young doctor has knowledge on and insight in the principles of medical ethics and can deal with dilemmas such as induced abortion or euthanasia. Domain 5: Self-reflection on personal and professional experiences with death and loss 6.2.7.4. A fter the master program, the young doctor should have the competence to reflect on his/her own performance in difficult or moving situations. 6.2.7.4. A fter the master program, the young doctor should have the competence to recognize his/her own feelings and norms and values in relation to existential questions on life, death, disease, and health.
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