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Teaching on the Run: How to Engage Learners from Different Disciplines and Levels of Training on a...
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team. The children were not removed from the home and no changes were mandated by CPS. The subsequent care of these children was likely compromised in all three cases. There are significant barriers to reporting the abuse or neglect of dying children. It is difficult for a palliative care team (who may be emotion- ally attached to a child and family) to assess objectively whether their suspicion of abuse/ neglect is warranted. It is just as difficult for CPS, which may have little experience investi- gating abuse or neglect of a terminally ill child. The challenge for both teams is to sort out when the line between overwhelming stress and actual neglect/abuse is crossed. As difficult as referral to CPS may be when a child is dying, these children need a voice, and the palliative care team can be that voice. Teaching on the Run: How to Engage Learners from Different Disciplines and Levels of Training on a Busy Palliative Care Service (TH331) Maie El-Sourady, MD MS, Vanderbilt University Medical Center, Nashville, TN. Don Moore, PhD, Vanderbilt University School of Medicine, Nashville, TN. Jill Nelson, MSN ANP-BC ACHPN, Vanderbilt University Medical Center, Nashville, TN. Sumathi Misra, MD, Vanderbilt University Medical Center, Nashville, TN. Moha- na Karlekar, MD, Vanderbilt University, Nash- ville, TN. (All authors listed above had no relevant finan- cial relationships to disclose.) Objectives 1. Describe an organizational approach to simultaneously educating multiple learners of different disciplines and levels of training on a busy palliative care service. 2. Describe an educational infrastructure that is reproducible and adaptable to multiple learners and levels of training. 3. Review measurement and feedback tools created for learners under the new infra- structure and curriculum. The need for palliative care (PC) will continue to grow as the population ages, technology and therapies evolve, and patients and providers continue to appreciate the contribution of PC. It is unlikely and unrealistic that there will be adequate PC providers to meet this demand. PC providers have the privilege and responsibil- ity of educating future healthcare providers. We describe an approach that can support both pro- vider and learner while providing patient care. Our consult service sees more than 1,600 new consultations per year from most specialties, including general surgery, trauma, neurosur- gery, neurology, oncology, and medicine. The PC unit serves approximately 120 patients per month. Our providers include full- and part- time physicians and nurse practitioners, who have multiple clinical and administrative respon- sibilities throughout the week. We describe an approach to organizing a curriculum that aims to educate multiple learners at different levels of training within different disciplines on both the PC consult service and unit. Learners include palliative care, geriatric, and pain fel- lows, medical residents, medical students, nurse practitioner students, and first-year health pro- fessional students. We describe an organizational approach for preceptors and learners to provide a consistent yet flexible learning experience. In- terventions include weekly emails to preceptors and learners that outline lesson plans and as- signments and an online library with published articles, lectures, and Web-based resources. In addition, learners receive personalized goals and objectives based on their level of training, rotation duration, and career interests, and meet weekly with an assigned preceptor in order to reflect on cases and receive feedback. All learners take a pre-test and a post-test to gauge the learner’s experience and provide feedback for the rotation. We also describe educational in- terventions for PC preceptors to improve teach- ing techniques, including lectures, resources, and feedback from learners. Regulatory Issues for Hospice Staff (TH332) Judi Lund Person, MPH, National Hospice and Palliative Care Organization, Alexandria, VA. Jennifer Kennedy National Hospice and Pallia- tive Care Organization, Alexandria, VA. (All authors listed above had no relevant finan- cial relationships to disclose.) Objectives 1. List at least three regulatory changes that will impact how hospice care is delivered in the future. 2. Identify the focus for hospice compliance issues for 2014 and beyond. 3. Describe the options for hospice payment reform and current activities and timeframes. 406 Vol. 47 No. 2 February 2014 Schedule With Abstracts
Transcript of Teaching on the Run: How to Engage Learners from Different Disciplines and Levels of Training on a...
406 Vol. 47 No. 2 February 2014Schedule With Abstracts
team. The children were not removed from thehome and no changes were mandated by CPS.The subsequent care of these children was likelycompromised in all three cases.
There are significant barriers to reporting theabuse or neglect of dying children. It is difficultfor a palliative care team (who may be emotion-ally attached to a child and family) to assessobjectively whether their suspicion of abuse/neglect is warranted. It is just as difficult forCPS, which may have little experience investi-gating abuse or neglect of a terminally ill child.The challenge for both teams is to sort outwhen the line between overwhelming stressand actual neglect/abuse is crossed. As difficultas referral to CPS may be when a child is dying,these children need a voice, and the palliativecare team can be that voice.
Teaching on the Run: How to EngageLearners from Different Disciplines andLevels of Training on a Busy Palliative CareService (TH331)Maie El-Sourady, MD MS, Vanderbilt UniversityMedical Center, Nashville, TN. Don Moore,PhD, Vanderbilt University School of Medicine,Nashville, TN. Jill Nelson, MSN ANP-BCACHPN, Vanderbilt University Medical Center,Nashville, TN. Sumathi Misra, MD, VanderbiltUniversity Medical Center, Nashville, TN. Moha-na Karlekar, MD, Vanderbilt University, Nash-ville, TN.(All authors listed above had no relevant finan-cial relationships to disclose.)
Objectives1. Describe an organizational approach to
simultaneously educating multiple learnersof different disciplines and levels oftraining on a busy palliative care service.
2. Describe an educational infrastructure thatis reproducible and adaptable to multiplelearners and levels of training.
3. Review measurement and feedback toolscreated for learners under the new infra-structure and curriculum.
The need for palliative care (PC) will continueto grow as the population ages, technology andtherapies evolve, and patients and providerscontinue to appreciate the contribution of PC.It is unlikely and unrealistic that there will beadequate PC providers to meet this demand.PC providers have the privilege and responsibil-ity of educating future healthcare providers. We
describe an approach that can support both pro-vider and learner while providing patient care.Our consult service sees more than 1,600 newconsultations per year from most specialties,including general surgery, trauma, neurosur-gery, neurology, oncology, and medicine. ThePC unit serves approximately 120 patients permonth. Our providers include full- and part-time physicians and nurse practitioners, whohave multiple clinical and administrative respon-sibilities throughout the week. We describe anapproach to organizing a curriculum that aimsto educate multiple learners at different levelsof training within different disciplines on boththe PC consult service and unit. Learnersinclude palliative care, geriatric, and pain fel-lows, medical residents, medical students, nursepractitioner students, and first-year health pro-fessional students. We describe an organizationalapproach for preceptors and learners to providea consistent yet flexible learning experience. In-terventions include weekly emails to preceptorsand learners that outline lesson plans and as-signments and an online library with publishedarticles, lectures, and Web-based resources. Inaddition, learners receive personalized goalsand objectives based on their level of training,rotation duration, and career interests, andmeet weekly with an assigned preceptor in orderto reflect on cases and receive feedback. Alllearners take a pre-test and a post-test to gaugethe learner’s experience and provide feedbackfor the rotation. We also describe educational in-terventions for PC preceptors to improve teach-ing techniques, including lectures, resources,and feedback from learners.
Regulatory Issues for Hospice Staff (TH332)Judi Lund Person, MPH, National Hospice andPalliative Care Organization, Alexandria, VA.Jennifer Kennedy National Hospice and Pallia-tive Care Organization, Alexandria, VA.(All authors listed above had no relevant finan-cial relationships to disclose.)
Objectives1. List at least three regulatory changes that
will impact how hospice care is deliveredin the future.
2. Identify the focus for hospice complianceissues for 2014 and beyond.
3. Describe the options for hospice paymentreform and current activities andtimeframes.
