Pediatric Palliative Care Instruction for Residents

Carter, Brian S.; Swan, Rebecca

doi:10.1177/1049909111425920

Cited by 22 publications

(10 citation statements)

References 15 publications

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“…25,26 A total of 15 studies used a prospective study design without a control group (see Appendix S2). Of which, 12 of these studies assessed 'discrete' curricula [27][28][29][30][31][32][33][34][35][36][37][38] (defined by <4 weeks in total); the remaining three studies were 'longitudinal' [39][40][41] (defined by ≥4 weeks in total). Although a number of different medical specialties were represented, nearly half (7/15) were from paediatric medicine training programmes.…”

Section: Prospective Studiesmentioning

confidence: 99%

The state of health advocacy training in postgraduate medical education: a scoping review

et al. 2019

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Context Health advocacy is an essential component of postgraduate medical education, and is part of many physician competency frameworks such as the Canadian Medical Education Directives for Specialists (CanMEDS) roles. There is little consensus about how advocacy should be taught and assessed in the postgraduate context. There are no consolidated guides to assist in the design and implementation of postgraduate health advocacy curricula. Objectives This scoping review aims to identify and analyse existing literature pertaining to health advocacy education and assessment in postgraduate medicine. We specifically sought to summarise themes from the literature that may be useful to medical educators to inform further health advocacy curriculum interventions. Methods MEDLINE, Embase and ERIC were searched using MeSH (medical student headings) and non‐MeSH search terms. Additional articles were found using forward snowballing. The grey literature search included Google and relevant stakeholder websites, regulatory bodies, physician associations, government agencies and academic institutions. We followed a stepwise scoping review methodology, followed by thematic analysis using an inductive approach. Results Of the 123 documents reviewed in full, five major themes emerged: (i) conceptions of health advocacy have evolved towards advocating with rather than for patients, communities and populations; (ii) longitudinal curricula were less common but appeared the most promising, often linked to scholarly or policy objectives; (iii) hands‐on, immersive opportunities build competence and confidence; (iv) community‐identified needs and partnerships are increasingly considered in designing curriculum, and (v) resident‐led and motivated programmes appear to engage residents and allow for achievement of stated outcomes. There remain significant challenges to assessment of health advocacy competencies, and assessment tools for macro‐level health advocacy were notably absent. Conclusions There is considerable heterogeneity in the way health advocacy is taught, assessed and incorporated into postgraduate curricula across programmes and disciplines. We consolidated recommendations from the literature to inform further health advocacy curriculum design, implementation and assessment.

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Section: Prospective Studiesmentioning

confidence: 99%

The state of health advocacy training in postgraduate medical education: a scoping review

et al. 2019

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“…29,30 Similar to communication during resuscitation, communication around PC/end-of-life care is a discrete skill to be learned, practiced, and mastered. Prior PC simulation research has focused on adult clinicians, [31][32][33][34][35][36][37] pediatric residents, 26,[38][39][40] and nurses of varying levels. 41,42 Few studies have targeted pediatric fellows [43][44][45][46] or followed longitudinally.…”

Section: Introductionmentioning

confidence: 99%

Training Pediatric Fellows in Palliative Care: A Pilot Comparison of Simulation Training and Didactic Education

Brock

Cohen

Sourkes

et al. 2017

Journal of Palliative Medicine

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“…8 A similar assessment in 2006 to 2007 showed comparable results with pediatric residents ranking discussions of bad news and pain control as essential to residency training. 9 Although many curricula have since been developed to teach palliative care to pediatric residents, [10][11][12] only 2 have demonstrated improved comfort with fundamental principles of palliative care. 13,14 None of these curricula included objective measures of knowledge nor were these studies designed to test retention.…”

Section: Introductionmentioning

confidence: 99%