The Need of Pediatric Palliative Care Education Among Pediatric Postgraduates in South India

Latha, M.S.; Thirugnanasambandam, Ram Prakash; Balakrishnan, Naviyn Prabhu; Meghanathan, Haree Shankar; Moorthy, Aravind; Venkatraman, Padmasani; Venkataraman, Paramasivam; Scott, Julius Xavier

doi:10.1007/s12098-013-1295-1

Cited by 6 publications

(8 citation statements)

References 11 publications

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“…In general, teams feel affected by parents' resistance to discussing prognosis or dealing with the possibility of losing the child, or when there are unrealistic expectations. 13,16,17…”

Section: Discussionmentioning

confidence: 99%

“…In general, teams feel affected by parents' resistance to discussing prognosis or dealing with the possibility of losing the child, or when there are unrealistic expectations. 13,16,17 Another obstacle was the lack of a CPP team. It is known that PC can be made available in different modalities: Hospital Advisory Teams, Hospital Units, Hospice, Home care and specialized outpatient clinics.…”

Section: Barriersmentioning

confidence: 99%

“…The data highlight the resident's need to know CPP services during their training. 15,16 Living with a specialized team deepens knowledge about the interdisciplinary approach, develops specific skills and attitudes, and generates comfort and confidence for future pediatricians. 18,19 The analysis of the comparisons of the 4 blocks (selfassessment, barriers, medical education and knowledge) according to the number of hours allocated to teaching at home (from the total averages of the scale factors) identified that participants with fewer hours had higher scores in barriers.…”

Section: Barriersmentioning

confidence: 99%

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Listening to the Residents: The Perception of Pediatric Palliative Care Education in a Residency Program in Brazil

Fiuza

Silva

2023

Am J Hosp Palliat Care

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Background: In Brazil, a relevant portion and children suffer without receiving adequate control of their symptoms. Failures in pediatrician training may contribute to this problem. Objective: The goal was to characterize the educational failures perceived by pediatric residents for pediatric palliative care throughout their training. Methods: A cross-sectional study was carried out, with the application of the Pediatric Palliative Care Questionnaire (QCPP) to residents of three pediatrics and specialties of public limits at the Escola de Saúde Pública do Estado do Ceará (ESP-CE), Brazil. Results: The response rate was 68 out of 123 residents (55%). It was reported that they did not consider the specialty as patient care or death. He also feels comfortable explaining the physiological process of dying to his family. The time devoted to CPP teaching, as well as medical residency, was considered reduced. For those who attended a subspecialty, the number they signaled was “0 hours” at 82.40%. Conclusion: It can be said that the main flaws in the teaching-learning process of pediatric residents were the number of hours of training in teaching, communication skills training (through participation in conferences) and guidance on the practice of teaching suspension of invasive measures. It was observed that less time reserved for this learning is related to lesser knowledge and greater barriers to the use of palliative care. Those who declared themselves able to take care of children with life-organizing conditions received some teaching in CPP.

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“…In general, teams feel affected by parents' resistance to discussing prognosis or dealing with the possibility of losing the child, or when there are unrealistic expectations. 13,16,17…”

Section: Discussionmentioning

confidence: 99%

Section: Barriersmentioning

confidence: 99%

Section: Barriersmentioning

confidence: 99%

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Listening to the Residents: The Perception of Pediatric Palliative Care Education in a Residency Program in Brazil

Fiuza

Silva

2023

Am J Hosp Palliat Care

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“…1 Studies have shown that pediatric residents are often not provided with adequate education in palliative care, with many receiving no formal training. 2 Even within subspecialties such as pediatric hematology/oncology, where death and poor prognoses are more commonly encountered, the formal education in palliative care is limited. While considered to be important by training program directors, the majority of programs lack significant formal training, 3 and pediatric residents report inadequate training in multiple domains of palliative and end-of-life care.…”

Section: Introductionmentioning

confidence: 99%

Implementation of a Multi-Modal Palliative Care Curriculum for Pediatric Residents

Romanos‐Sirakis

Demissie

Fornari

2021

Am J Hosp Palliat Care

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Objectives: To evaluate the feasibility and efficacy of a new multi-modal pediatric palliative care curriculum. We sought to determine the effect on comfort in palliative care, knowledge, and change in behavior by utilizing these skills with patients, and determine which modalities were most effective for residents. Study Design: 25 pediatric residents were exposed to the 4-part curriculum. The modalities utilized in this curriculum included didactics, role-play, videos, case-discussion, small group activities, simulation, poetry and reflection. Results: The pediatric residents self-reported an increase in comfort and knowledge of the components of pediatric palliative care after this curriculum. In addition, 74% of residents were able to identify a patient experience in which a component of the palliative care curriculum was utilized directly in patient care. The effectiveness of techniques utilized in this multimodal curriculum varied; residents reported that the poetry and reflection components were less effective, as compared with the role-play, simulation and other active learning components. Conclusions: Implementation of a multi-modal palliative care curriculum was effective in increasing knowledge in palliative care, comfort in breaking bad news, and caring for patients with palliative care needs. This can be translated into a change in behavior to utilize these new skills in the care of various patients in pediatrics. Among the various techniques used to teach this curriculum, residents reported that the techniques that most incorporated active learning and were directly applicable to the professional role of the resident were rated most valuable. This curriculum was well received, feasible and effective for pediatric residents.

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“…Addressing the educational needs of practicing health professionals is an important step to improve access to palliative care for children living in resource limited settings, however, there are very few health professional training programs in LMICs that have incorporated training about pain management or palliative care into their curricula (9). In a previous study of pediatric physicians in South India, 87% strongly believed that more training in pediatric palliative care was required in postgraduate training curricula (10).…”

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confidence: 99%

Exploring learners’ perspectives of a Project ECHO palliative care education curriculum in resource-limited settings in light of key learning theories

Doherty¹,

Modanloo

Evans

et al. 2020

Preprint

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Background: Project ECHO (Extension of Community Healthcare Outcomes) is a well-established telehealth educational platform developed to improve access to specialist care training in underserved areas. The objective of this study is to explore the learning experiences of participants in a Project ECHO targeting care providers in India and explore considerations for how ECHO programs could be modified to cater to the unique learning needs of individuals in low- and middle-income countries. Methods : We implemented a one-year Project ECHO on pediatric palliative care (ECHO PPC) targeting healthcare providers in India. The program consisted of 24 bi-weekly sessions (March 2018-February 2019) hosted by the Hyderabad Centre for Palliative Care in Hyderabad, India. Learners who attended at least 20% (5 sessions) were eligible to participate. Data related to demographic characteristics of ECHO PPC participants were collected. Four focus groups were conducted (February-April 2019) either online via videoconference or in person. Focus groups recordings were transcribed, coded and independently verified. The codes were then arranged into overarching themes.Results : Thirty-six learners were eligible and invited to participate in the study. Seventeen individuals completed the study. Following coding and analysis, two major themes and seven sub-themes were identified. The themes included: (1) Benefits of participation in ECHO PPC (creation of a community of practice; opportunity to exchange cultures, ideas and experiences; supportive role of the facilitator and peers; increased relevant knowledge and skills; and access to additional learning resources) and (2) Barriers to participation (difficulties with time and practice schedule management and language and sociocultural factors). Conclusion: The key principals of learning theories were incorporated into forming the Project ECHO conceptual model in this study. PPC Project ECHO facilitated community building, stimulated professional interest and additional learning outside of the program. However, addressing the barriers and challenges might likely enhance the success of the program in future.

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The Need of Pediatric Palliative Care Education Among Pediatric Postgraduates in South India

Abstract: There is a huge lacunae in the delivery of palliative care services and hence an urgent need to inculcate targeted curriculum to provide focused skills and training for the pediatric postgraduates.

Cited by 6 publications

References 11 publications

Listening to the Residents: The Perception of Pediatric Palliative Care Education in a Residency Program in Brazil

Listening to the Residents: The Perception of Pediatric Palliative Care Education in a Residency Program in Brazil

Implementation of a Multi-Modal Palliative Care Curriculum for Pediatric Residents

Exploring learners’ perspectives of a Project ECHO palliative care education curriculum in resource-limited settings in light of key learning theories

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