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Dublin Core
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Title
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December 2020 List
Text
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Citation List Month
December 2020 List
URL Address
<a href="http://doi.org/10.15766/mep_2374-8265.10991" target="_blank" rel="noreferrer noopener">http://doi.org/10.15766/mep_2374-8265.10991</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Teaching Pediatric Palliative Care Communication Skills to Fourth-Year Medical Students Through Role-Play
Publisher
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MedEdPORTAL
Date
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2020
Subject
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Case-Based Learning; Communication; End of Life; Goals of Care; Hospice & Palliative Medicine; Palliative Care; Pediatric Critical Care Medicine; Pediatrics; Resident Facilitators; Role-Play; Virtual Learning
Creator
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Cowfer B; McGrath C; Trowbridge A
Description
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INTRODUCTION: Despite growing recognition of pediatric palliative care's importance, training in palliative care communication remains a gap in medical education. Graduating medical students frequently feel unprepared to initiate or facilitate goals of care conversations with their patients, particularly in pediatrics. METHODS: We created a 3-hour session featuring an introductory lecture on pediatric palliative care, communication drills on responding to emotion, and small-group case-based discussions utilizing role-play, targeting fourth-year medical students as the primary learners. Senior residents were also given the opportunity to develop skills by role-playing the patient parent and cofacilitating case discussions alongside palliative care faculty. Students evaluated session utility and their own confidence through pre- and postsession surveys using a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree). RESULTS: Twenty-six students were included in the analysis over 3 years. All agreed that the session was useful (M = 4.9). Students showed significant improvement in confidence in explaining pediatric palliative care (presession M = 3.2, postsession M = 4.1, p < .001), understanding the family experience (presession M = 2.7, postsession M = 4.1, p < .001), and eliciting goals and values from families whose children face serious illnesses (presession M = 3.1, postsession M = 4.1, p < .001). Pediatric resident cofacilitators also felt the session benefited their own teaching and communication skills. DISCUSSION: This 3-hour interactive session on pediatric palliative care utilizing communication drills and role-play was effective in improving fourth-year medical students' confidence in communicating with families of children facing life-threatening illnesses.
Identifier
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<a href="http://doi.org/10.15766/mep_2374-8265.10991" target="_blank" rel="noreferrer noopener">10.15766/mep_2374-8265.10991</a>
Rights
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Article information provided for research and reference use only. PedPalASCNET does not hold any rights over the resource listed here. All rights are retained by the journal listed under publisher and/or the creator(s).
2020
Case-Based Learning
Communication
Cowfer B
December 2020 List
End Of Life
Goals Of Care
Hospice & Palliative Medicine
McGrath C
MedEdPORTAL
Palliative Care
Pediatric Critical Care Medicine
Pediatrics
Resident Facilitators
Role-Play
Trowbridge A
Virtual Learning