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

描述(由申请者提供)：国家医学研究所癌症咨询委员会与国家研究委员会一起呼吁对医生进行姑息治疗方面的教育。临终关怀教育(EPEC)项目是一个高影响力、高传播性、培训培训者的项目，旨在向美国所有医生提供关于临终关怀的教育。罗伯特·伍德·约翰逊基金会为其成立提供的资金使其得以开发EPEC课程、培训师指导、多种教学方法、600张幻灯片和触发磁带。该网站向任何人提供所有材料，并有基于网络的课程版本(www.epec.net)。EPEC项目接受成为EPEC培训师的竞争性申请。在完成为期两天半的“成为EPEC培训师”会议后，EPEC培训师将获得认证，可以使用课程接触其他人。EPEC项目在他们执行计划时提供持续的支持和进一步的培训。EPEC项目还构成了与专业协会以及医疗保健提供组织的合作的基础，在这些组织中，EPEC教学被适应和实施。萨顿集团收集的独立数据表明，如果持续努力，EPEC项目有潜力实现其目标。我们建议通过以下方式继续这一项目：1。使用我们的课程驱动、培训者培训模式传播姑息治疗能力。2.为“教师发展”会议制定课程主导的教师发展方法，以加强和维持EPEC培训者的教学和领导技能。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，不断更新课程，直至2008年的最后一期。4.评估“成为EPEC培训者”和“教师发展”会议的影响。在项目结束时，我们预计将实现这些目标，并过渡到稳定的、自我维持的、合作的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.