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Palliative and end of life care communication as emerging priorities in postgraduate medical education

Roze des Ordons, Amanda, Ajjawi, Rola, Macdonald, John, Sarti, Aimee, Lockyer, Jocelyn and Hartwick, Michael 2016, Palliative and end of life care communication as emerging priorities in postgraduate medical education, Canadian medical education journal, vol. 7, no. 1, pp. e4-e21.

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Title Palliative and end of life care communication as emerging priorities in postgraduate medical education
Author(s) Roze des Ordons, Amanda
Ajjawi, RolaORCID iD for Ajjawi, Rola orcid.org/0000-0003-0651-3870
Macdonald, John
Sarti, Aimee
Lockyer, Jocelyn
Hartwick, Michael
Journal name Canadian medical education journal
Volume number 7
Issue number 1
Start page e4
End page e21
Total pages 18
Publisher University of Calgary
Place of publication Calgary, Canada
Publication date 2016
ISSN 1923-1202
Keyword(s) Communication skills
End of life care
Mixed methods
Palliative care
Postgraduate medical education
Summary BACKGROUND: Reliance on surveys and qualitative studies of trainees to guide postgraduate education about palliative and end of life (EOL) communication may lead to gaps in the curriculum. We aimed to develop a deeper understanding of internal medicine trainees' educational needs for a palliative and EOL communication curriculum and how these needs could be met.

METHODS: Mixed methods, including a survey and focus groups with trainees, and interviews with clinical faculty and medical educators, were applied to develop a broader perspective on current experiences and needs for further education. Quantitative descriptive and thematic analyses were conducted.

RESULTS: Surveyed trainees were least confident and least satisfied with teaching in counseling about the emotional impact of emergencies and discussing organ donation. Direct observation with feedback, small group discussion, and viewing videos of personal consultations were perceived as effective, yet infrequently identified as instructional methods. Focus groups and interviews identified goals of care conversations as the highest educational priority, with education adapted to learner needs and accompanied by feedback and concurrent clinical and organizational support.

CONCLUSIONS: Our work expands on previous research describing needs for postgraduate education in palliative and EOL communication to include the importance of support, culture change, and faculty development, and provides insight into why such needs exist.
Language eng
Field of Research 130209 Medicine, Nursing and Health Curriculum and Pedagogy
130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930301 Assessment and Evaluation of Curriculum
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2016, Roze des Ordons, Ajjawi, Macdonald, Sarti, Lockyer, Hartwick; licensee Synergies Partners
Free to Read? Yes
Use Rights Creative Commons Attribution licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30083106

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.