“Confessions of a Reluctant Caregiver” Palliative Educational Program: The Results of a Survey Assessing Physicians’ Perceptions of Drama-Based Education for End-of-Life Care

Kerr, Anna M.; Kachmar, Ulyana; Palocko, Bradley; Biechler, Merri; Shaub, Tracy

doi:10.1007/s13187-019-01655-7

Cited by 2 publications

(4 citation statements)

References 16 publications

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“…There is an important role that nurses can play in recognizing opportunities to begin EOL conversations. 19 Historically, the responsibility of introducing and navigating such crucial conversations with patients was a physician-driven initiative, often diminishing the role of the nurse in goals of care and EOL conversations. Although physicians often deliver technical news or offer treatment options, nurses are in a unique position to engage with families beyond the confines of technical medical information.…”

Section: Nursing Interventionsmentioning

confidence: 99%

Bringing Life to Death: The Need for Honest, Compassionate, and Effective End-of-Life Conversations

MacKenzie

Lasota

2020

American Society of Clinical Oncology Educational Book

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Conversations about death and dying are a crucial part of all medical care and are particularly relevant in the field of oncology. Patients express a desire to have discussions about goals of care, and many patients have thought about their end-of-life (EOL) wishes but have not had an opportunity to openly talk with care providers about this. Deficiencies in medical training, lack of confidence, limited time, and cultural barriers all contribute to the paucity of these important discussions. Although physicians are often expected to lead these conversations, nurses and nurse practitioners also play a vital role in the identification of opportunities to address EOL goals and should be a resource for the care team in facilitating EOL conversations at all points on the care continuum. Public engagement is paramount in normalizing conversations about death and dying, and the health care system needs to partner with public health agencies and private groups to open dialogues about EOL. Providers at all levels need improved education in having these difficult but essential conversations.

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Section: Nursing Interventionsmentioning

confidence: 99%

Bringing Life to Death: The Need for Honest, Compassionate, and Effective End-of-Life Conversations

MacKenzie

Lasota

2020

American Society of Clinical Oncology Educational Book

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“…Kerr et al 33 , 34 approached teaching the patient perspective by using theater in Ohio, USA as a vector for teaching communication, ethics, and emotions (including empathy) to a variety of clinicians. A 90-min stage reading of a theater performance based on patients’ and families’ experience dealing with cancer, navigating the healthcare system, and the life-altering experience of caregiving was observed by clinicians, followed by a 30-min reflective discussion.…”

Section: Resultsmentioning

confidence: 99%

“…By implementing clinical skills learning methods, Lorenz et al 31 demonstrated the effectiveness of using narrative medicine through clinic-based experiential learning and reflective journaling, and Kotnik et al 32 observed similar results through reading a patient narrative and writing a reflective statement. Kerr et al 33,34 also demonstrated the same via theater and postreflective discussions, while Bharadwaj et al 35 additionally demonstrated this via an iterative process of reflective choreography development and post-performance reflection. Finally, Bishop et al 37 and Aubin-Auger et al 30 demonstrated the importance of patient perspectives as a tool to identify gaps in practice and to design teaching tools for clinicians.…”

Section: Dutt Et Almentioning

confidence: 92%

“…A 90-min stage reading of a theater performance based on patients' and families' experience dealing with cancer, navigating the healthcare system, and the life-altering experience of caregiving was observed by clinicians, followed by a 30-min reflective discussion. Qualitative analysis of a posttheater focus groups revealed that the session was effective in teaching the perspective of people with cancer and their families to clinicians, 34 the public, nurses, social workers and undergraduate medical and nursing students. 33 Similarly, Bharadwaj et al 35 took a performance-based approach to teaching the perspective of people with cancer to medical students by using the classical Indian dance of Bharatanatyam in Massachusetts, USA.…”

Section: Clinical Skills Learning Methodsmentioning

confidence: 99%

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Importance of Incorporating the Perspectives of People with Cancer into Oncology Education: A Scoping Review

Dutt,

Dean,

Kamal

et al. 2023

Journal of Medical Education and Curricular Development

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Background With the shift towards person-centered care (PCC) in oncology, there is a need for parallel evolution of oncology education programs to prepare the next generation of health professionals to deliver effective PCC. These programs should be designed utilizing perspectives from individuals who have lived experience with cancer to ensure that changes to education curricula translate to improved PCC in the clinic. Objectives Our goal was to identify existing literature describing such programs as well as identify gaps for further development. Methods Keywords were agreed upon and searched across Ovid Medline, Ovid Embase, ERIC, Google Scholar, and MedEdPORTAL databases. Duplicates were removed, unique articles were screened for relevance by title and abstract, and a full text review of each article was completed for validation. Included articles describe methods for involving people with cancer in developing and/or delivering oncology-focused education programs. Results In total, 15 articles describing 12 unique oncology education programs from 7 different countries were identified, reviewed, and summarized. These programs involved learners undertaking undergraduate medical education, postgraduate medical education, continuing medical education, or training as nurses or radiation therapists. Current literature indicates that classroom-based sessions, experiential or simulated learning modalities, and/or asynchronous online modules can all feasibly be created with the integration of perspectives/narratives of people with cancer. Furthermore, involving people with cancer directly in the design and/or delivery of these education programs may contribute to improved patient experiences. Conclusions Including the perspectives of people with cancer directly in oncology curriculum development and delivery can improve established pedagogical approaches and enhance learner confidence and competency in delivering PCC. We provide recommendations for stepwise implementation of patient perspectives into oncology education, with the hope that future programs will better prepare and motivate learners to provide PCC aimed at improving cancer care, quality of life, and disease outcomes.

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“Confessions of a Reluctant Caregiver” Palliative Educational Program: The Results of a Survey Assessing Physicians’ Perceptions of Drama-Based Education for End-of-Life Care

Cited by 2 publications

References 16 publications

Bringing Life to Death: The Need for Honest, Compassionate, and Effective End-of-Life Conversations

Bringing Life to Death: The Need for Honest, Compassionate, and Effective End-of-Life Conversations

Importance of Incorporating the Perspectives of People with Cancer into Oncology Education: A Scoping Review

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