Teaching and learning end-of-life care: Evaluation of a faculty development Program in Palliative Care
Teaching and learning end-of-life care: Evaluation of a faculty development Program in Palliative Care
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DOI：
10.1097/00001888-200507000-00008
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发表时间：
2005-07-01
影响因子：
7.4
通讯作者：
Block, SD
中科院分区：
文献类型：
--
作者：
Sullivan, AM;Lakoma, MD;Block, SD
目的评估姑息治疗教育与实践（PCEP），一个密集的教师发展计划在哈佛MedicalSchool.Method PCEP是一个为期两周的计划，每年提供两个现场会议在波士顿，MA，和一个过渡时期的远程学习组件的有效性。培训整合姑息治疗临床技能发展，学习理论和教学方法，领导和组织变革。纵向调查（预程序，回顾性预程序，和postprogram）的参与者从2000 - 03年评估自我报告的准备提供和教学姑息治疗，教学和病人护理的做法;和满意度program. Results的响应率为96%（n = 149）的第1届会议和72%的第1届会议和11（n = 113）。调查问卷的答复表明，几乎所有的措施，大效应量（范围0.7 - 1.8）的统计学显着改善。提供临终关怀的准备从3.0 +/-1.1增加到4.2 +/-0.7（1 =准备不充分，5 =准备非常充分），教授这一主题的准备从2.6 +/-1.0增加到4.3 +/-0.7。受访者报告了患者护理和教学中的行为变化;例如，课程结束后，63%的人指出，特别是由于参加课程，他们鼓励学习者反思他们对垂死病人的情感反应，57%的人进行了体验练习（例如，角色扮演）。82%的人认为这种经历是"变革性的"，许多对开放式项目的回应描述了强大的学习经历。参与者评价程序高度（4.9 +/-0.1，1 =最低，5 =最高rating）。结论整合临床内容与学习有关的教育方法是一种高效和有效的方法，以提高临床教师的能力，模型和教学临床护理。该计划提供了一个教育模式，从事从业人员，刺激实践的变化，并提供反思和专业振兴的机会。
Purpose To evaluate the effectiveness of the Program in Palliative Care Education and Practice (PCEP), an intensive faculty development program at Harvard Medical School.Method PCEP is a two-week program offered annually with two on-site sessions in Boston, MA, and an interim period distance-learning component. Training integrates palliative care clinical skill development, learning theory and teaching methods, and leadership and organizational change. Longitudinal surveys (preprogram, retrospective preprogram, and postprogram) of participants from 2000-03 assessed self-reported preparation in providing and teaching palliative care;, teaching and patient care practices; and satisfaction with program.Results The response rate was 96% (n = 149) for Session 1 and 72% for both Session 1 and 11 (n = 113). Questionnaire responses demonstrated statistically significant improvements with large effect sizes (range 0.7-1.8) on nearly all measures. Preparation increased from 3.0 +/- 1.1 to 4.2 +/- 0.7 for providing end-of-life care (1 = not well prepared, 5 = very well prepared), and from 2.6 +/- 1.0 to 4.3 +/- 0.7 for teaching this topic. Respondents reported behavioral changes in patient care and teaching; e.g., after the program, 63% noted that, specifically as a result of attending the course, they encouraged learners to reflect on their emotional responses to dying patients, and 57% conducted experiential exercises (e.g., role-play). Eighty-two percent rated the experience as "transformative," and many responses to open-ended items described powerful learning experiences. Participants rated the program highly (4.9 +/- 0.1, 1 = lowest, 5 = highest rating).Conclusions integrating clinical content with learning about educational methods is an efficient and effective approach to enhancing clinical faculty's capacity to model and teach clinical care. This program offers an educational model that engages practitioners, stimulates changes in practice, and offers opportunities for reflection and professional revitalization.