scholarly journals Development, Implementation and Evaluation of A Pain Management and Palliative Care Educational Seminar for Medical Students

2014 ◽  
Vol 19 (5) ◽  
pp. 230-234 ◽  
Author(s):  
Denise Paneduro ◽  
Leah R Pink ◽  
Andrew J Smith ◽  
Anita Chakraborty ◽  
Albert J Kirshen ◽  
...  
Keyword(s):  
Palliative Care ◽  
Pain Management ◽  
Medical Students ◽  
Test Scores ◽  
Pain Education ◽  
Post Test ◽  
Based Instruction ◽  
One Year ◽  
Educational Seminar

BACKGROUND: Despite calls for the development and evaluation of pain education programs during early medical student training, little research has been dedicated to this initiative.OBJECTIVES: To develop a pain management and palliative care seminar for medical students during their surgical clerkship and evaluate its impact on knowledge over time.METHODS: A multidisciplinary team of palliative care and pain experts worked collaboratively and developed the seminar over one year. Teaching methods included didactic and case-based instruction, as well as small and large group discussions. A total of 292 medical students attended a seminar during their third- or fourth-year surgical rotation. A 10-item test on knowledge regarding pain and palliative care topics was administered before the seminar, immediately following the seminar and up to one year following the seminar. Ninety-five percent (n=277) of students completed the post-test and 31% (n=90) completed the follow-up test.RESULTS: The mean pretest, post-test and one-year follow-up test scores were 51%, 75% and 73%, respectively. Mean test scores at post-test and follow-up were significantly higher than pretest scores (all P<0.001). No significant difference was observed in mean test scores between follow-up and post-test (P=0.559), indicating that students retained knowledge gained from the seminar.CONCLUSIONS: A high-quality educational seminar using interactive and case-based instruction can enhance students’ knowledge of pain management and palliative care. These findings highlight the feasibility of developing and implementing pain education material for medical students during their training.

scholarly journals Impact of applying brief educational program on nurses knowledge, attitude, and practices toward pain management

2015 ◽  
Vol 4 (2) ◽  
pp. 164 ◽  
Author(s):  
Shalabia El-Sayead Abozead ◽  
Mahmoud Al-Kalaldeh ◽  
Omar Al-Tarawneh
Keyword(s):  
Pain Management ◽  
Pain Assessment ◽  
Educational Program ◽  
Pain Education ◽  
Knowledge And Attitudes ◽  
Post Test ◽  
Knowledge And Attitude ◽  
Nurses Knowledge

<p><strong>Background:</strong> The role of pain education is well established in improving knowledge and attitude towards the adherence to pain assessment and management.</p><p><strong>Methods:</strong> A brief pain education program was delivered to assess nurses' knowledge and attitude towards pain assessment and management. The "KASRP" scale was used at three phases; pre, post, and three months' follow-up phases. Subsequent eight months observation on using pain assessment sheets was also performed.</p><p><strong>Results:</strong> One hundred and four nurses were assessed at the beginning, followed by 92 at the immediate post-test, and 70 at the follow-up. Although nurses scored lowest in having knowledge and attitudes prior to the program, a significant improvement was evident after delivering pain education. In addition, nurses' competency in pain assessment was maintained over the three months of assessment. Younger nurses with shorter clinical experience were found more reactive to the program than older nurses.</p><p><strong>Conclusions:</strong> A brief nurse-driven pain education has improved nurses' knowledge and attitude towards pain management.</p>

Educational intervention to improve palliative care knowledge among informal caregivers of cognitively impaired older adults

2020 ◽  
pp. 1-9
Author(s):  
Hyunjin Noh ◽  
Lewis H. Lee ◽  
Chorong Won
Keyword(s):  
Older Adults ◽  
Palliative Care ◽  
Cognitive Impairment ◽  
Educational Intervention ◽  
Test Scores ◽  
Informal Caregivers ◽  
Cognitively Impaired ◽  
Significant Difference ◽  
Post Test ◽  
Seriously Ill

Abstract Objective Lack of palliative care knowledge among caregivers may pose an access barrier for cognitively impaired older adults, who may benefit from the specialized care. Therefore, this study aims to examine the effectiveness of an educational intervention in improving palliative care knowledge among informal caregivers of cognitively impaired older adults. Method Using a one-group, pre- and post-test intervention design, this study implemented an individual, face-to-face educational intervention with an informational brochure for 43 informal caregivers of chronically or seriously ill older adults (50+) with cognitive impairment, recruited from communities in West Alabama. Their level of knowledge about palliative care was assessed by the Palliative Care Knowledge Scale (PaCKS). The pre- and post-test scores were compared by the Wilcoxon signed-ranks test, and the racial subgroup (Whites vs. Blacks) comparison was made by the Mann–Whitney U test. Results There was a statistically significant difference between the pre- and post-test scores (z = 5.38, p < 0.001), indicating a statistically significant effect of the educational intervention in improving palliative care knowledge among participants. There was a significant difference (U = 143, p < 0.05) between Whites and Blacks in the pre-test, which, however, disappeared in the post-test (U = 173.50, p > 0.05), suggesting that the amount of increased PaCKS scores were significantly greater for Blacks (Mdn = 9.50) than for Whites (Mdn = 4.00, U = 130.50, p < 0.05). Significance of results This study demonstrated that a one-time educational intervention can improve the level of palliative care knowledge among informal caregivers of chronically or seriously ill older adults with cognitive impairment, particularly among Black caregivers. Therefore, further educational efforts can be made to promote palliative care knowledge and reduce racial disparities in palliative care knowledge and its use.

Use of Trained Mothers to Teach Interviewing Skills to First-Year Medical Students: A Follow-up Study

PEDIATRICS ◽  
1977 ◽  
Vol 60 (2) ◽  
pp. 165-169 ◽  
Author(s):  
Paula L. Stillman ◽  
Darrell L. Sabers ◽  
Doris L. Redfield
Keyword(s):  
Medical Students ◽  
School Curriculum ◽  
Control Group ◽  
First Year ◽  
Feedback Session ◽  
Optimal Learning ◽  
Interviewing Skills ◽  
One Year ◽  
First Year Medical Students

This report describes an attempt to evaluate the effectiveness of "trained mother" interviews early in the medical school curriculum. As an adjunct to a first-year course that teaches interviewing techniques, half of the students were exposed to an interview with one of three trained mothers early in the course. This treatment interview was immediately followed by a feedback session which concentrated on the content and process of interviewing. At the end of the course, all students had an evaluative interview. Those students who had an initial interview and feedback session with a trained mother scored significantly higher on both the content and process of their interviews than the control group. This technique is an effective and efficient way to teach interviewing skills to medical students prior to entering any of their clinical clerkships. A follow-up assessment conducted one year later indicated that one interview with a trained mother is sufficient for optimal learning and that the skills learned are retained over at least that period of time.

Cultural competency training for health care providers in an urban cancer institute and impact on breast care.

2013 ◽  
Vol 31 (15_suppl) ◽  
pp. 6561-6561
Author(s):  
Erica H. Williams ◽  
Earlene Whitaker ◽  
Barbara Zickafoose ◽  
Mihriye Mete ◽  
Sandra M. Swain
Keyword(s):  
Breast Cancer ◽  
Cultural Competency ◽  
Test Scores ◽  
Cancer Disparities ◽  
Care Providers ◽  
Learning Module ◽  
Post Test ◽  
Breast Cancer Disparities ◽  
Lost To Follow Up

6561 Background: The purpose was to improve the cultural competence of healthcare providers at an urban cancer institute and to assess its impact on breast screening and diagnostic benchmarks. Methods: A web-based learning module was developed to address breast cancer disparities in African American women, identifying common barriers to care and highlighting functions of patient-provider education. The module, a pre-and post-test were administered to providers including physicians, nurses, non-clinical employees, diagnostic technicians and medical office assistants (MOA) of MedStar’s Washington Cancer Institute (WCI) and Breast Imaging Center (BIC). Cultural competency discussions began with providers in BIC in April 2011. The module was available to BIC providers in October 2011 and to WCI providers in December 2011. To increase the cancer knowledge-base, a breast education class was offered to 40 MOAs. Statistical analysis was conducted using SAS v.9.1. Results: October 2011-March 2012, 133 providers were offered the module. Seven providers helped create the module, were removed from analyses. Of the 126, 29 did not complete all parts or complete in proper order and were not used in analyses. Overall, providers (n=97) demonstrated an increase in average pre/post test scores (119 vs. 123; P<.01). All providers, except diagnostic technicians, increased cultural competency scores post module. Physician’s average pre/post test scores showed the greatest increase with 11 points (P<.01). From Nov 2011- April 2012, BIC experienced a 59% decrease in number of patients lost to follow up after a screening mammogram, a 11% decrease in lost to follow up for diagnostic patients as well as a decrease of 1 days in average number of days patients return for diagnostic imaging after a mammogram. There was a 32% increase in employee satisfaction within in BIC. Conclusions: This suggests that our learning module had a positive impact on patient-provider communication. The decrease in screening and diagnostic lost to follow up rates illustrates the learning module’s potential for staff motivation in reducing breast cancer disparities. Supported by Susan G. Komen for the Cure NR-11-33340.

Impact of parenteral opioid shortage on opioid prescriptions among patients seen by the palliative care team of a comprehensive cancer center.

2018 ◽  
Vol 36 (34_suppl) ◽  
pp. 201-201
Author(s):  
Ali Haider ◽  
Yu Qian ◽  
Zhanni Lu ◽  
Syed Mussadiq Ali Akbar Naqvi ◽  
Amy Zhuang ◽  
...  
Keyword(s):  
Palliative Care ◽  
Pain Management ◽  
Cancer Pain ◽  
Comprehensive Cancer Center ◽  
Cancer Center ◽  
Cancer Type ◽  
Cancer Pain Management ◽  
Before And After ◽  
The Impact

201 Background: Recent parenteral opioid shortage (POS) has the potential to impact cancer pain management in hospitalized patients. This study aims to compare changes in the opioid prescriptions by the inpatient palliative care (PC) team before and after the institution first reported the POS. Methods: We reviewed and compared the electronic health records of 386 consecutive eligible consultations seen by the inpatient PC team equally in one month before and after the announcement of POS on February 8, 2018. The eligibility criteria include (1) cancer diagnosis, (2) ≥18 years of age, (3) taking opioid medication at the time of consultation, and (4) having at least two consecutive visits with the PC team. Patient demographics, cancer type, opioid type, route, and dose defined as the morphine equivalent daily dose were assessed. Results: POS was associated with less use of parenteral opioids (patient controlled analgesia, and intravenous breakthrough) and more use of non-parenteral opioids (extended release, transdermal, and oral breakthrough) by the referring oncology teams, and PC team (P≤.001) (Table 1). At first PC follow-up, significantly less proportion of patients achieved better pain control after POS [119/193 (62%) versus 144/193 (75%) (P=.006)] However, at second PC follow-up, the proportion of pain improvement was similar in both cohorts. Conclusions: There is a significant change in opioid routes associated with POS. POS was associated with worse analgesia. More research is needed to better understand the impact of POS on cancer pain management.[Table: see text]

scholarly journals A Triage Approach to Managing a Two Year Wait-List in a Chronic Pain Program

2005 ◽  
Vol 10 (3) ◽  
pp. 155-157 ◽  
Author(s):  
Alexander J Clark ◽  
Ian Beauprie ◽  
Lynne B Clark ◽  
Mary E Lynch
Keyword(s):  
Chronic Pain ◽  
Pain Management ◽  
Fast Track ◽  
Treatment Plan ◽  
Treatment Recommendations ◽  
Management Unit ◽  
Waiting List ◽  
One Year ◽  
Referring Physicians

OBJECTIVE: Individuals with chronic pain referred to specialist chronic pain management programs frequently wait months to years for assessment and care. In the authors' pain management program, approximately 600 patients are on the waiting list. An innovative recommendation program to encourage and educate referring physicians to continue active care of pain during this waiting period was developed.METHODS: All referrals to the Queen Elizabeth II Health Sciences Centre's Pain Management Unit for a one-year period were reviewed and triaged as either 'regular waiting list' or 'fast track'. Patients in the fast track group were seen within four months and required limited interventions or were urgent in nature. The regular waiting list group waited up to 27 months for assessment and development of a treatment plan. Treatment recommendations were faxed to the referring physician. A follow-up questionnaire was sent to each physician to assess whether these treatment recommendations were useful.RESULTS: Recommendations were faxed for 297 patients. One hundred forty-nine physicians returned the follow-up questionnaire. Ninety-five physicians used the recommendations and 68 patients followed the recommendations. Seventy-nine physicians felt that the recommendations were helpful to them in their care of the patient. For 39 patients, the recommendations were helpful. The most frequently used recommendations were those on medications (eg, tricylic antidepressants, anticonvulsants, nonsteroidal anti-inflammatory drugs and controlled-release opioids). Other modalities included participation in an interdisciplinary group program and physiotherapy.CONCLUSIONS: A triage review process with recommendations faxed to referring physicians was developed and put into action for one year. The recommendations were used by 32% of the physicians (64% of responding physicians). Fifty-three per cent of responding physicians felt that the recommendations were helpful in the care of their patient. This process led to a benefit in care, as perceived by the physician, in 26% of patients (of physicians who returned the questionnaire [13% of all patients]) on the waiting list for a tertiary care pain management unit.

scholarly journals An Intervention to Remediate Unprofessional Behaviours of Pre-Clinical Medical Students

2021 ◽  
Vol 13 (2) ◽  
pp. 83-90
Author(s):  
Chan Choong Foong ◽  
Nurul Atira Khairul Anhar Holder ◽  
Aswini R Dutt ◽  
Hidayah Mohd Fadzil
Keyword(s):  
Professional Development ◽  
Medical Students ◽  
Thematic Analysis ◽  
Hidden Curriculum ◽  
Healthcare Education ◽  
Medical Practitioners ◽  
Corrective Measures ◽  
Published Evidence ◽  
One Year

Remediating the unprofessional behaviours of medical students is essential because the unprofessional behaviours of medical practitioners could be traced back to their previous behaviours in medical schools. This study evaluated a programme that used reflection in remediating students with unprofessional behaviours. Personal and professional development (PPD) assignments have a “hidden curriculum” on professional behaviours expected of medical students. Seven students who repeatedly failed to complete the PPD assignments were required to attend a remediation programme. The remediation programme aims to help students reflect on their behaviours. They compared professional behaviours between medical practitioners and students and discussed unprofessional behaviours using actual cases. Thematic analysis was performed on the reflective essays of the students, collected at the beginning and the end of the remediation programme. At the beginning of the programme, students expressed anger because they felt that the PPD assignments were minor tasks. At the end of the programme, students expressed their regretful feelings; they recognised lessons learnt and developed corrective measures. A follow-up reported that the faculty no longer deemed the students unsatisfactory in their professional behaviours one year later. Reflection is recognised as useful in healthcare education, but there is a lack of published evidence to answer whether reflection can be learned. In this study, the students learnt to reflect on their previous professional behaviours, and they developed corrective measures to avoid the recurrence of these previous behaviours. The findings may imply that reflection could be taught and learned to cultivate professional behaviours among medical students.

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