Providing Pediatric Palliative Care Education Using Problem-based Learning

Title

Providing Pediatric Palliative Care Education Using Problem-based Learning

Creator

Moody K; McHugh M; Baker R; Cohen H; Pinto P; Deutsch S; Santizo R O; Schechter M; Fausto J; Joo P

Identifier

10.1089/jpm.2017.0154

Publisher

Journal Of Palliative Medicine

Date

2017

Subject

Curriculum; Medical; Palliative Care; Pediatrics; Problem-based Learning; Students

Description

BACKGROUND: The Institute of Medicine and the American Academy of Pediatrics has called for improvement in education and training of pediatricians in pediatric palliative care (PPC). Given the shortage of PPC physicians and the immediate need for PPC medical education, this study reports the outcomes of a problem-based learning (PBL) module facilitated by academic general and subspecialty pediatric faculty (non-PPC specialists) to third year medical students. Objectives/Setting: To test the effectiveness of a PPC-PBL module on third year medical students' and pediatric faculty's declarative knowledge, attitudes toward, perceived exposure, and self-assessed competency in PPC objectives. DESIGN: A PBL module was developed using three PPC learning objectives as a framework: define core concepts in palliative care; list the components of a total pain assessment; and describe key principles in establishing therapeutic relationships with patients. A PPC physician and nurse practitioner guided pediatric faculty on facilitating the PPC-PBL. In Part 1, students identified domains of palliative care for a child with refractory leukemia and self-assigned questions to research and present at the follow-up session. In Part 2, students were expected to develop a care plan demonstrating the three PPC objectives. MEASUREMENTS: Measures included a knowledge exam and a survey instrument to assess secondary outcomes. RESULTS: Students' declarative knowledge, perceived exposure, and self-assessed competency in all three PPC learning objectives improved significantly after the PPC-PBL, p = 0.002, p < 0.001, and p < 0.001, respectively. There were no significant differences in faculty knowledge test scores from baseline to follow-up, but scores were generally high (median >80%). Students and faculty rated palliative care education as "important or very important" at baseline and follow-up. CONCLUSIONS: This study suggests that key concepts in PPC can be taught to medical students utilizing a PBL format and pediatric faculty resulting in improved knowledge and self-assessed competency in PPC.

Rights

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).

Citation List Month

October 2017 List

Notes

1557-7740
Moody, Karen
McHugh, Marlene
Baker, Rebecca
Cohen, Hillel
Pinto, Priya
Deutsch, Stephanie
Santizo, Ruth O
Schechter, Miriam
Fausto, James
Joo, Pablo
Journal Article
United States
J Palliat Med. 2017 Aug 2. doi: 10.1089/jpm.2017.0154.

Citation

Moody K; McHugh M; Baker R; Cohen H; Pinto P; Deutsch S; Santizo R O; Schechter M; Fausto J; Joo P, “Providing Pediatric Palliative Care Education Using Problem-based Learning,” Pediatric Palliative Care Library, accessed May 27, 2022, https://pedpalascnetlibrary.omeka.net/items/show/10809.

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