Top

Published in:

01-06-2016

Evaluation of an Interdisciplinary Curriculum Teaching Team-Based Palliative Care Integration in Oncology

Authors: Barbara A. Head, Tara Schapmire, Lori Earnshaw, Anna Faul, Carla Hermann, Carol Jones, Amy Martin, Monica Ann Shaw, Frank Woggon, Craig Ziegler, Mark Pfeiffer

Published in: Journal of Cancer Education | Issue 2/2016

Abstract

For students of the health care professions to succeed in today’s health care environment, they must be prepared to collaborate with other professionals and practice on interdisciplinary teams. As most will care for patients with cancer, they must also understand the principles of palliative care and its integration into oncology. This article reports the success of one university’s effort to design and implement an interdisciplinary curriculum teaching team-based palliative care in oncology which was mandatory for medical, nursing, social work, and chaplaincy students. Quantitative evaluation indicated that students made significant improvements related to palliative care knowledge and skills and readiness for interprofessional education. Qualitative feedback revealed that students appreciated the experiential aspects of the curriculum most, especially the opportunity to observe palliative teams at work and practice team-based skills with other learners. While there exist many obstacles to interprofessional education and hands-on learning, the value of such experiences to the learners justifies efforts to initiate and continue similar programs in the health sciences.

Greer JA et al (2013) Early integration of palliative care services with standard oncology care for patients with advanced cancer. CA Cancer J Clin 63(5):350–362CrossRef

Temel JS et al (2010) Early palliative care for patients with metastic non-small-cell lung cancer. N Engl J Med 363(8):733–742CrossRefPubMed

Smith TJ et al (2012) American society of clinical oncology provisional clinical opinion: the integration of palliative care into standard oncology care. J Clin Oncol 30(8):880–887CrossRefPubMed

National Comprehensive Cancer Network. Palliative Care Clinical Practice Guidelines. Clinical Practice Guidelines for Oncology 2014 [cited 2014 June 30]; Available from: http://www.nccn.org/professionals/physician_gls/pdf/palliative.pdf

National Hospice and Palliative Care Organization. Ground-breaking palliative resolution is adopted at World Health Assembly in Geneva. 2014 [cited 2014 July 15]; Available from: http://www.nhpco.org/press-room/press-releases/ground-breaking-palliative-care-resolution

National Research Council (2003) Health professions education: a bridge to quality. Institute of Medicine, Washington

Committee on Quality of Health Care in America (1999) To err is human: building a safer health system. Institute of Medicine, Washington

Institute of Medicine (2011) The future of nursing: leading change, advancing health. Institute of Medicine, Washington, p 620

Institute of Medicine (1972) Educating for the health team. National Academies Press, Washington

10.

Committee on Planning a Continuing Health Professional Education Institute (2010) Redesigning continuing education in the health professions. Institute of Medicine, Washington

11.

Committee on Quality of Health Care in America (2001) Crossing the quality chasm: a new health system for the 21st century. Institute of Medicine, Washington

12.

Committee on the Health Professions Education Summit, Health Professions Education: A Bridge to Quality A.C. Greiner and E. Knebel, Editors. 2003, National Academy of Sciences Washington, DC

13.

Health, D.o.H.R.f (2010) Framework for action on interprofessional education and collaborative practice. World Health Organization, Geneva

14.

Zorek J, Raehl C (2013) Interprofessional education accreditation standards in the USA: a comparative analysis. J Interprof Care 27(2):123–130CrossRefPubMed

15.

Breitbart W, Rosenfeld B, Passik SD (1998) The network project: a multidisciplinary cancer education and training program in pain management, rehabilitation, and psychosocial issues. J Pain Symptom Manag 15(1):18–26CrossRef

16.

Galaychuk I (2000) Training of medical students and nurses to be members of cancer care teams. J Cancer Educ 15(2):65–68PubMed

17.

Cable M, Parr M (2009) Evaluation of an online course on the care of teenagers and young adults with cancer. Paediatr Nurs 21(4):44–46CrossRefPubMed

18.

Koczwara B et al (2010) Reaching further with online education? The development of an effective online program in palliative oncology. J Cancer Educ 25(3):317–323CrossRefPubMed

19.

Fairchild A et al (2012) Initiation of a multidisciplinary summer studentship in palliative and supportive care in oncology. J Multidiscip Healthc 5:231–239CrossRefPubMedPubMedCentral

20.

Head B et al (2014) The interdisciplinary curriculum for oncology palliative care education (iCOPE): meeting the challenge of interprofessional education. J Palliat Med 17(10):1107–1114CrossRefPubMedPubMedCentral

21.

Lazenby M et al (2012) Validity of the end-of-life professional caregiver survey to assess for multidisciplinary educational needs. J Palliat Med 15(4):472–431CrossRef

22.

Mann K et al (2012) Development of a scale to measure health professions students’ self-efficacy beliefs in interprofessional learning. J Interprof Care 26(2):92–9CrossRefPubMed

23.

Hays DG, Singh AA (2012) The basics of qualitative data management and analysis, in qualitative inquiry in clinical and educational settings. Guilford Press, New York, p 295

24.

Wear D (2002) “Face to face with it”: medical students’ narratives about their end-of-life education. Acad Med 77:271–277CrossRefPubMed

25.

Head BA et al (2012) “I will never forget”: what we learned from medical student reflections on a palliative care experience. J Palliat Med 15(5):535–41CrossRefPubMed

26.

Fischer MA et al (2008) Between two worlds: a multi-institutional qualitative analysis of students’ reflections on joining the medical profession. J Gen Intern Med 23:958–963CrossRefPubMedPubMedCentral

27.

Wald HS, Reis SP (2010) Beyond the margins: reflective writing and development of reflective capacity in medical education. J Gen Intern Med 25:746–749CrossRefPubMedPubMedCentral

Title: Evaluation of an Interdisciplinary Curriculum Teaching Team-Based Palliative Care Integration in Oncology
Authors: Barbara A. Head
Tara Schapmire
Lori Earnshaw
Anna Faul
Carla Hermann
Carol Jones
Amy Martin
Monica Ann Shaw
Frank Woggon
Craig Ziegler
Mark Pfeiffer
Publication date: 01-06-2016
Publisher: Springer US
Published in: Journal of Cancer Education / Issue 2/2016
Print ISSN: 0885-8195
Electronic ISSN: 1543-0154
DOI: https://doi.org/10.1007/s13187-015-0799-y

Webinar | 19-02-2024 | 17:30 (CET)

Keynote webinar | Spotlight on antibody–drug conjugates in cancer

Watch now

Antibody–drug conjugates (ADCs) are novel agents that have shown promise across multiple tumor types. Explore the current landscape of ADCs in breast and lung cancer with our experts, and gain insights into the mechanism of action, key clinical trials data, existing challenges, and future directions.

Dr. Véronique Diéras

Prof. Fabrice Barlesi

Developed by: Springer Medicine

Keynote webinar | Spotlight on sleep in brain health

Springer Medicine

Abstract

Please log in to get access to this content

Other articles of this Issue 2/2016

The Asian Grocery Store-Based Cancer Education Program: Creating New Education Modules

Cervical Cancer Knowledge, Perceptions and Screening Behaviour Among Female University Students in Ghana

Short- and Long-Term Outcomes of Student Field Research Experiences in Special Populations

Patient Education vs. Patient Experiences of Self-advocacy: Changing the Discourse to Support Cancer Survivors

Scientific Message Translation and the Heuristic Systematic Model: Insights for Designing Educational Messages About Progesterone and Breast Cancer Risks

An Incredible Mentor: a Tribute to Dick Bakemeier

Keynote webinar | Spotlight on antibody–drug conjugates in cancer