Education for Physicians in End-of-life Care (EPEC)

描述（由申请人提供）：国家癌症咨询委员会的医学研究所与国家研究理事会呼吁在姑息治疗的医生教育。 姑息治疗和临终关怀教育（EPEC）项目是一个高影响力，高传播，培训师培训计划，旨在通过姑息治疗教育覆盖美国所有医生。 罗伯特·伍德约翰逊基金会为该项目的建立提供了资金，从而得以开发EPEC课程、培训师指导、多种教学方法、600张幻灯片和触发磁带。 该网站，使所有材料提供给任何人，并有一个基于网络的版本的课程（www.epec.net）。 EPEC项目接受有竞争力的申请成为EPEC培训师。 在他们完成2-1/2天的“成为EPEC培训师”会议后，EPEC培训师被认证可以使用课程来接触他人。 EPEC项目为他们实施计划提供持续支持和进一步培训。 EPEC项目还构成了与专业协会以及医疗保健提供组织合作的基础，在这些组织中，EPEC教学得到了调整和实施。 萨顿集团收集的独立数据表明，如果持续努力，EPEC项目有可能实现其目标。 我们建议通过以下方式继续开展该项目：1. 传播姑息治疗能力使用我们的企业驱动，培训教练模型。2. 为“教师发展”会议制定课程驱动的教师发展方法，以提高和维持EPEC培训师的教学和领导技能。3. 开展系统的审查进程，纳入最佳证据医学和最佳证据医学教育的原则，导致连续更新课程，直到2008年的最后一个版本。4. 评估“成为EPEC培训师”和“教师发展”会议的影响。 在项目结束时，我们预计实现这些目标，并过渡到一个稳定的状态，自我维持，伙伴关系的EPEC培训方法。

DESCRIPTION (provided by applicant): The National Cancer Advisory Board of the Institute of Medicine with the National Research Council have called for physician education in palliative care. The Education in Palliative and End-of-life Care (EPEC) Project is a high-impact, high-dissemination, train-the-trainer program that aims to reach all physicians in the US with education about palliative care. Funding from the Robert Wood Johnson Foundation for its establishment permitted the development of the EPEC Curriculum, trainer instructions, multiple approaches to teaching, - 600 slides, and trigger tapes. The website, makes all materials available to anyone and has a web-based version of the curriculum (www.epec.net). The EPEC Project accepts competitive applications to become EPEC Trainers. After they complete the 2-1/2 day 'Become an EPEC Trainer' Conference, the EPEC Trainers are certified to use the curriculum to reach others. The EPEC Project provides continuing support and further training as they pursue their plans. The EPEC Project also forms the basis for collaborations with specialty societies as well with healthcare delivery organizations in which EPEC teaching is adapted and implemented. Independent data gathered by the Sutton Group indicate that the EPEC Project has the potential to reach its goal if its efforts are sustained. We propose to continue the project by: 1. Disseminating palliative care competence using our curriculum-driven, train-the-trainer model. 2. Developing a curriculum driven faculty development approach for 'Faculty Development' conferences to enhance and sustain the teaching and leadership skills of EPEC Trainers. 3. Engaging a systematic review process that incorporates principles of best evidence medicine and best evidence medical education, resulting in successive up-to date editions of the curriculum until the final one in 2008. 4. Evaluating the impact of the 'Become an EPEC Trainer' and 'Faculty Development' Conferences. At the conclusion of the project we anticipate achievement these goals and transition to a steady-state, self-sustaining, partnership approach to EPEC training.