Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-25T04:41:18.669Z Has data issue: false hasContentIssue false
  • English
  • Français

A longitudinal method of teaching pediatric palliative care to interns: Preliminary findings regarding changes in interns' comfort level

Published online by Cambridge University Press:  18 February 2010

Shahram Yazdani ,
Elana Evan ,
Danielle Roubinov ,
Paul J. Chung  and
Lonnie Zeltzer
Shahram Yazdani*
Affiliation:
Department of Pediatrics, David Geffen School of Medicine, University of California, Los Angeles, Los Angeles, California
Elana Evan
Affiliation:
Department of Pediatrics, David Geffen School of Medicine, University of California, Los Angeles, Los Angeles, California
Danielle Roubinov
Affiliation:
Department of Pediatrics, David Geffen School of Medicine, University of California, Los Angeles, Los Angeles, California
Paul J. Chung
Affiliation:
Department of Pediatrics, UCLA/RAND Center for Adolescent Health Promotion, Los Angeles, California
Lonnie Zeltzer
Affiliation:
Pediatric Pain Program, Mattel Children's Hospital, Los Angeles, California
*
Address correspondence and reprint requests to: Shahram Yazdani, Department of Pediatrics, David Geffen School of Medicine, University of California, Los Angeles, 10833 Le Conte Avenue, Los Angeles, CA 90095-1752. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Objective:

A longitudinal pediatric palliative care curriculum was introduced into the pediatric residency program at the University of California, Los Angeles. The present study explores the possible effects of this curriculum on the interns' self-assessed comfort levels regarding caring for children with life-threatening conditions.

Methods:

A newly created assessment tool was administered to interns in order to rate their comfort regarding pediatric palliative care at the beginning and conclusion of their intern year.

Results:

Twenty-two of the 29 interns completed this survey. Baseline data indicated 55% of the interns had some experience with taking care of a dying pediatric patient during their medical school training, and 79% indicated that they had taken care of a dying adult. Only 7% of the interns felt adequately prepared to deal with death and dying, but all interns indicated interest in further learning about pediatric palliative care. Comparison of the overall comfort levels of the 22 responding residents before and after the first year of training in 20 different related tasks demonstrated a significant self-assessed improvement of comfort in seven areas. There was no increase in self-reported comfort in communication related to palliative care.

Significance of results:

Residents indicated increased comfort in some areas of pediatric palliative care after the first year of their training. The underlying cause of this increased comfort is unclear at this time. The overall effect of longitudinal palliative care curriculums on residents' level of comfort in caring for this population deserves further assessment.

Keywords

Palliative carePediatric residentsResident education/training
Type
Original Articles
Information
Palliative & Supportive Care , Volume 8 , Issue 1 , March 2010 , pp. 35 - 40
Copyright
Copyright © Cambridge University Press 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Bagatell, R., Meyer, R., Herron, S., et al. (2002). When children die: A seminar series for pediatric residents. Pediatrics, 110, 348–353.CrossRefGoogle Scholar
Berman, S. & Villarreal, S. (1983). Use of a seminar as an aid in helping interns care for dying children and their families. Clinical Pediatrics, 22, 175–179.CrossRefGoogle ScholarPubMed
Davies, D., O'Brien, M.A., Freemantle, N., et al. (1999). Impact of formal continuing medical education: Do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes? JAMA, 282, 867–874.CrossRefGoogle Scholar
Frager, G. (1996). Pediatric palliative care: Building the model, bridging the gaps. Journal of Palliative Care, 12, 9–12.Google ScholarPubMed
Goldberg, R., Guadagnoli, E., & LaFarge, S. (1987). A survey of housestaff attitudes towards terminal care education. Journal of Cancer Education, 2, 159–163.CrossRefGoogle ScholarPubMed
Graham, J., Ramirez, A.J., Cull, A., et al. (1996). Job stress and satisfaction among palliative physicians. Palliative Medicine, 10, 185–194.CrossRefGoogle ScholarPubMed
Harper, M. & Wisian, N. (1994). Care of bereaved parents: A study of patient satisfaction. Journal of Reproductive Medicine, 39, 80–86.Google ScholarPubMed
Hill, T.P. (1995). Treating the dying patient: The challenge for medical education. Archives of Internal Medicine, 155, 1265–1269.CrossRefGoogle ScholarPubMed
Holleman, W.L., Holleman, M.C., & Gershenhorn, S. (1994). Death education curricula in US medical schools. Teaching and Learning in Medicine, 6, 260–263.CrossRefGoogle Scholar
Hoyert, D.L., Freedman, M.A., Stobino, D.M., et al. (2001). Annual summary of vital statistics: 2000. Pediatrics, 108, 1241–1255.CrossRefGoogle ScholarPubMed
Khaneja, S. & Milrod, B. (1998). Educational needs among pediatricians regarding caring for terminally ill children. Archives of Pediatrics and Adolescent Medicine, 152, 909–914.CrossRefGoogle ScholarPubMed
Kolarik, C.R., Walker, G., & Arnold, M.R. (2006). Pediatric resident education in palliative care: A needs assessment. Pediatrics, 117, 1949–1954.CrossRefGoogle ScholarPubMed
Mermann, A., Gunn, D., & Dickinson, G.E. (1991). Learning to care for the dying: A survey of medical schools and a model course. Academic Medicine, 66, 35–38.CrossRefGoogle Scholar
Rappaport, W. & Witzke, D. (1993). Education about death and dying during the clinical years of medical school. Surgery, 113, 163–165.Google ScholarPubMed
Sacks, W., Fritz, G., Krener, P., et al. (1984). Death and the pediatric house officer revisited. Pediatrics, 73, 676–681.CrossRefGoogle Scholar
Vazirani, R.M., Slavin, S., & Feldman, J.D. (2000). Longitudinal study of pediatric house officer's attitude toward death and dying. Critical Care Medicine, 28, 3740–3745.CrossRefGoogle ScholarPubMed