scholarly journals P.082 An evidence-based supportive and palliative care curriculum for Canadian neurology residents

2018 ◽  
Vol 45 (s2) ◽  
pp. S38-S38
Author(s):  
TE Gofton ◽  
S Stewart ◽  
J Yeung Laiwah ◽  
VN Schulz ◽  
A Sarpal
Keyword(s):  
Palliative Care ◽  
Learning Style ◽  
Palliative Medicine ◽  
Training Programs ◽  
Evidence Based ◽  
Review Of The Literature ◽  
Management Communication ◽  
Analysis Techniques ◽  
Learning Style Inventory ◽  
The Continuum

Background: Graduating residents require general palliative care skills. In Canada, there is no standardized palliative care curriculum for specialty trained residents. The objective of this research is to develop an evidence-based palliative care curriculum designed to provide neurology residents with the general palliative care skills required for providing patient care along the continuum of life. Methods: A needs assessment was performed in Neurology at Western University using qualitative analysis techniques. Residents completed the following:. A curricular outline was developed based on the Kolb learning style inventory (LSI), a knowledge pre-test, the Palliative Medicine Comfort and Confidence Survey and a review of the literature. Two iterations of the curriculum have been developed. Results: Residents identified a need for additional training in supportive and palliative care skills. Based on the Kolb LSI, 9/16 (56.3%) of neurology residents are “accommodators”. General principles identified for inclusion included: symptom management, communication, psychosocial aspects of care, care coordination and access, and myths and pitfalls in palliative care. Conclusions: This project is designed to identify the current palliative educational needs for Neurology residents. The results suggest that specialty trained residents are receptive to embedding training in the principles of palliative care within their training programs.

scholarly journals P.108 Integrating learner feedback in developing an evidence-based palliative care curriculum for neurology residents

2017 ◽  
Vol 44 (S2) ◽  
pp. S41-S41
Author(s):  
JA Yeung Laiwah ◽  
A Sarpal ◽  
V Schulz ◽  
T Gofton
Keyword(s):  
Palliative Care ◽  
Learning Styles ◽  
End Of Life ◽  
Learning Strategies ◽  
Learning Style ◽  
Evidence Based ◽  
Medical Interventions ◽  
Learning Style Inventory ◽  
Concrete Experience ◽  
Academic Time

Background: Palliative care is a cornerstone of the management of progressive neurological illness, but there lacks a standardized evidence-based curriculum to teach the unique aspects of neurology-based palliative care to current learners. Methods: A needs assessment involving focus groups with patients, physicians, interdisciplinary members, and trainees was conducted to identify gaps in the current curriculum. The Kolb Learning Style Inventory identified learning strategies among neurology residents. A Palliative Medicine Comfort and Confidence Survey and knowledge pre-test was distributed to determine current learner needs. The curriculum was delivered during academic time, and feedback was obtained for further content revision. Results: Qualitative analysis was used to develop the curriculum with the key principles of symptom management, end-of life communication, psychosocial components of care, and community coordination. Learning styles varied, but preference for active experimentation and concrete experience was noted. Learners identified as comfortable with withdrawal of medical interventions, but requiring support on home palliative care referral, and management of terminal delirium and dyspnea. Further teaching was requested for end of life ethics and communication skills. Conclusions: By integrating current best evidence-based practice in palliative neurology with learner feedback, this project aims to create a comprehensive palliative care curriculum for neurology learners.

scholarly journals E.06 Developing and evidence-based palliative care curriculum for neurology resident trainees

2016 ◽  
Vol 43 (S2) ◽  
pp. S17-S17
Author(s):  
JY Laiwah ◽  
A Sarpal ◽  
V Schulz ◽  
TE Gofton
Keyword(s):  
Health Care ◽  
Palliative Care ◽  
Learning Style ◽  
Health Care Team ◽  
Evidence Based ◽  
Structured Interviews ◽  
Learning Style Inventory ◽  
Qualitative Thematic Analysis ◽  
Life Issues ◽  
End Of Life Issues

Background: Graduating neurology residents require general palliative care skills. This study aims to develop an evidence-based palliative care curriculum to provide neurology residents with the general palliative care skills required for providing patient care along the continuum of life. Methods: A needs assessment of the palliative skills necessary for a neurology resident was performed. Focus groups were held with physicians, allied health care and senior residents. Semi-structured interviews were held with patients and their caregivers. Interviews analysed using qualitative thematic analysis techniques. The Kolb learning style inventory will determine the learning style of neurology residents and inform the curricular design. Results: Qualitative analysis identified 3 overarching challenges for neurology residents: 1) uncertainty regarding disease trajectory in neurology and timing of palliative care discussions; 2) cohesiveness of the health care team regarding end of life issues; 3) the role of the resident in initiating palliative care. Other principals identified for inclusion were: symptom management, communication, psychosocial aspects of care, care coordination and access, and myths and pitfalls in palliative care. Conclusions: This project will identify the current best evidence and expert opinion in palliative care neurology. The data will be used to develop a novel Canadian neurological palliative care curriculum.

scholarly journals The use of olanzapine as an antiemetic in palliative medicine: a systematic review of the literature

2020 ◽  
Author(s):  
Gaëtan Saudemont ◽  
Chloé Prod'Homme ◽  
Arlette Da Silva ◽  
Stephanie Villet ◽  
Michel Reich ◽  
...  
Keyword(s):  
Systematic Review ◽  
Palliative Care ◽  
Palliative Medicine ◽  
Statistical Power ◽  
Care Setting ◽  
Case Series ◽  
Review Of The Literature ◽  
Palliative Care Setting ◽  
Initial Work ◽  
Bibliographic Search

Abstract Background: Olanzapine is an atypical antipsychotic that has affinity for many central nervous system receptors. Its efficacy is supported by several studies in the prevention and treatment of chemotherapy-induced nausea and vomiting. No recommendations exist on the antiemetic use of olanzapine in the palliative care setting. The aim of this work is to complete the initial work of Fonte et al. published in 2015, to determine whether the literature supports the use of olanzapine as an antiemetic in palliative situations and, in practice, to propose a therapeutic schema adapted to the palliative setting. Methods: Systematic review of the literature according to the PRISMA criteria. We searched the PubMed, Cochrane, RefDoc, EMBase databases and the gray literature databases. The bibliographic search was conducted between November 2016 and August 2017. Results: Thirteen articles were included: 2 case studies, 3 case series, 3 retrospective studies, 2 prospective studies, 2 literature reviews. All studies concluded on the efficacy of olanzapine as an antiemetic in the palliative care setting. No serious adverse effects were reported. Based on the data from the literature review, we propose a therapeutic scheme adapted to the palliative care context. Conclusion : Action of olanzapine on many receptors and its tolerance profile make it an interesting antiemetic treatment in palliative medicine. But to date, studies are scarce and have a low statistical power. Further investigation is therefore needed to determine the benefit of this treatment in palliative care patients, compared to usual treatments.

scholarly journals Pengembangan Aplikasi Inventori Gaya Belajar (IGB) Berbasis Andrioid Bagi Siswa SMA

2021 ◽  
Vol 1 (1) ◽  
pp. 33
Author(s):  
Irmawati Irmawati
Keyword(s):  
High School ◽  
High School Students ◽  
Small Group ◽  
Learning Style ◽  
Test Material ◽  
Acceptance Test ◽  
Development Research ◽  
School Students ◽  
Analysis Techniques ◽  
Learning Style Inventory

This study examines the Android-based Learning Style Inventory (IGB) Application for High School Students in Bantaeng Regency. The main problem in this research is that students do not know the learning styles they have and in the school counseling teachers do not have special counseling hours in class . The development research model is the development model Borg and Gall modified by researchers. Research subjects are divided into expert subjects, namely material experts and media experts. The data collection technique was carried out by surveying through interviews, questionnaires and documentation. The data were analyzed by means of content analysis techniques on qualitative data and quantitative analysis techniques. The results of the development research were completed with two test stages, namely the expert test (expert validation) and the small group test, and one revision stage covering; revisions based on expert tests and revisions based on small group tests. revisions were carried out covering several aspects, namely aspects of material content, aspects of media content and applications, usability, feasibility and accuracy and usefulness of the IGB application for students. Based on the expert test material guidance and counseling, the media expert test and learning design and practitioner test get a research scale assessment that is in the very valid category. The learning style inventory (IGB) application in the acceptance test is in a very high category, the product is declared to be used and implemented. Thus, the Android-based Learning Style Inventory (IGB) application developed is said to be appropriate, accepted and can be used for high school students in Bantaeng Regency. 

scholarly journals The Role of Learning Style in the Changing Landscape of Medical Education: The Canadian Plastic Surgery Experience

2019 ◽  
Vol 9 (2) ◽  
pp. 46-51
Author(s):  
Kaitlin S. Boehm ◽  
Connor McGuire ◽  
Osama A. Samargandi ◽  
Sarah Al Youha ◽  
David T. Tang
Keyword(s):  
Learning Styles ◽  
Plastic Surgery ◽  
Learning Style ◽  
Training Programs ◽  
Age Groups ◽  
Cross Sectional ◽  
Learning Style Inventory ◽  
Significant Difference ◽  
Competency Based

Objectives: The transition to competency-based education and restraints on trainee work hours necessitates re-evaluation of resident education. The role of learning style in plastic surgery residency training has not been investigated. The objective of this study was to identify the learning styles of plastic surgeons and trainees in Canadian Plastic Surgery programs. Methods: A cross-sectional electronic survey was distributed to all members of the Canadian Society of Plastic Surgeons and through program directors at Canadian training programs. Basic demographics were captured. The Kolb Learning Style Inventory was used to identify each individual’s learning style (converging, accommodative, assimilative, or divergent).  Results: There were a total of 98 respondents (15% response rate), including 62 staff plastic surgeons (63%) and 36 trainees (37%). All regions of Canada and age categories were well represented. The most dominant learning styles were convergent (47%) and accommodative (29%). No significant difference in dominant learning styles existed between age groups; while males were more commonly convergent learners, females were accommodative learners.   Conclusions: The majority of plastic surgery trainees and staff have learning styles that rely heavily on practical application and experiential learning. Accounting for this propensity towards convergent and accommodative learning styles should be incorporated into training programs to maximize efficacy of learning.

scholarly journals The use of olanzapine as an antiemetic in palliative medicine: a systematic review of the literature

2019 ◽  
Author(s):  
Gaëtan Saudemont ◽  
Chloé Prod'Homme ◽  
Arlette Da Silva ◽  
Stephanie Villet ◽  
Michel Reich ◽  
...  
Keyword(s):  
Systematic Review ◽  
Palliative Care ◽  
Palliative Medicine ◽  
Statistical Power ◽  
Care Setting ◽  
Case Series ◽  
Review Of The Literature ◽  
Palliative Care Setting ◽  
Initial Work ◽  
Bibliographic Search

Abstract Background: Olanzapine is an atypical antipsychotic that has affinity for many central nervous system receptors. Its efficacy is supported by several studies in the prevention and treatment of chemotherapy-induced nausea and vomiting. No recommendations exist on the antiemetic use of olanzapine in the palliative care setting. The aim of this work is to complete the initial work of Fonte et al. published in 2015, to determine whether the literature supports the use of olanzapine as an antiemetic in palliative situations and, in practice, to propose a therapeutic schema adapted to the palliative setting. Methods: Systematic review of the literature according to the PRISMA criteria. We searched the PubMed, Cochrane, RefDoc, EMBase databases and the gray literature databases. The bibliographic search was conducted between November 2016 and August 2017. Results: Thirteen articles were included: 2 case studies, 3 case series, 3 retrospective studies, 2 prospective studies, 2 literature reviews. All studies concluded on the efficacy of olanzapine as an antiemetic in the palliative care setting. No serious adverse effects were reported. Based on the data from the literature review, we propose a therapeutic scheme adapted to the palliative care context. Conclusion: Action of olanzapine on many receptors and its tolerance profile make it an interesting antiemetic treatment in palliative medicine. But to date, studies are scarce and have a low statistical power. Further investigation is therefore needed to determine the benefit of this treatment in palliative care patients, compared to usual treatments.

Qualitative research

2015 ◽  
Author(s):  
Kate Flemming
Keyword(s):  
Qualitative Research ◽  
Palliative Care ◽  
Palliative Medicine ◽  
Mixed Methods Research ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Methodological Development ◽  
Clinical Questions ◽  
Developing Area

This chapter outlines the importance of qualitative research as a method to provide answers to clinical questions arising in palliative medicine. Rather than being a chapter about how to ‘do’ qualitative research, it is a chapter that seeks to outline the role and purpose of qualitative research for palliative care by looking at the kind of questions qualitative research can answer, exploring qualitative research and its relationship to evidence-based practice, the role of qualitative research within mixed methods research, and the developing area of the synthesis of qualitative research. It addresses some of the more practical aspects of searching for qualitative research and undertaking an appraisal of its quality, whilst acknowledging that these are contested areas undergoing methodological development. In exploring these issues it firmly establishes a place for qualitative research within evidence-based practice and for palliative medicine in particular.

Bleeding Control in Palliative Care Patients With the Help of Tranexamic Acid

2017 ◽  
Vol 32 (2) ◽  
pp. 47-48 ◽  
Author(s):  
Marcus J. P. Geist ◽  
Jens Kessler ◽  
Susanne Frankenhauser ◽  
Hubert J. Bardenheuer
Keyword(s):  
Palliative Care ◽  
Tranexamic Acid ◽  
Palliative Medicine ◽  
Severe Bleeding ◽  
Evidence Based ◽  
Bleeding Control ◽  
Dosing Regimen ◽  
Case Presentation ◽  
Acute Bleeding ◽  
Optimal Dosing

Background: Persistent bleeding is a common reason for admitting patients with advanced cancer to a palliative care unit. Several reports show a successful therapeutic use of the antifibrinolytic agent tranexamic acid in palliative care patients having hemorrhages. However, it is not administered routinely in severe bleeding situations in palliative care, and general dosing recommendations are unclear. Case Presentation: We report on 3 patients who were treated with tranexamic acid due to symptomatic hemorrhage complicating different malignant processes. Case Management and Outcome: A dosing regimen of 1000 mg intravenous tranexamic acid 3 times a day caused an arrest of bleeding in the reported patients within 2 to 3 days. Having controlled the acute bleeding, we continued with an oral administration of 3000 mg per day as maintenance dose. Conclusions: The described dosing regimen was effective in controlling the symptomatic bleeding of the reported patients. Further studies are needed to get evidence-based information on the optimal dosing regimen of tranexamic acid and to emphasize its significance in palliative medicine.

scholarly journals Training in Global Palliative Care Within Palliative Medicine Specialist Training Programs: A Moral Imperative

2018 ◽  
Vol 55 (5) ◽  
pp. e2-e4 ◽  
Author(s):  
John Y. Rhee ◽  
Kathleen Foley ◽  
R. Sean Morrison ◽  
Carlos Centeno ◽  
Eric L. Krakauer
Keyword(s):  
Palliative Care ◽  
Palliative Medicine ◽  
Training Programs ◽  
Specialist Training ◽  
Moral Imperative

scholarly journals A Contribution to Discussions Regarding Learning Style: The Changes Occurring within Three Weeks of Time

2019 ◽  
Vol 5 (1) ◽  
pp. 30 ◽  
Author(s):  
Murat Tuncer ◽  
Melih Dikmen
Keyword(s):  
Data Analysis ◽  
Learning Styles ◽  
Learning Style ◽  
Teacher Candidates ◽  
Critical Question ◽  
Analysis Techniques ◽  
Independent Variables ◽  
Learning Style Inventory ◽  
Short Period ◽  
Selection Of

This particular research is a contribution to discussions regarding whether teaching and tuition may be exercised with respect to learning style in terms of changes occurring within an assigned period of time. Kolb learning style inventory was applied on teacher candidates for an interval of three weeks within the scope of the research and the obtained results were discussed pursuantly. It was determined that the learning styles may change and vary in terms of durations which can pose a problem with respect to teaching planning’s as a consequence of the research. The identified changes made comparison of the learning style with respect to independent variables open to criticism. It is recommended that attention better be paid on selection of data analysis techniques for evaluation of the learning styles based on certain independent variables. Learning styles changes within a short period of time. Yet the question to be replied is which experiences lead the way to change. Remarks and opinions defending necessity of teaching based on learning styles will not be approved before answering this critical question.

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