becoming a clinician educator in palliative care: finding a path (408): early career sig

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Objectives 1. Define pop culture/visual arts and describe their importance in educational techniques and applicability in palliative and end-of-life teaching. 2. Describe and demonstrate the use of pop- ular visual arts to directly link effective vi- sual learning and palliative care education. 3. Discuss how to develop attendees’ skills to incorporate this method into a standard edu- cational framework and provide specific re- sources to attendees. The goal of this session is to repackage available media into a palliative care context, thereby transforming its purpose from entertainment to education. Palliative care education is para- mount in transforming our healthcare system from a fragmented care model to a patient and family-centered model. The recipients of this education must be able to understand its importance in the care of seriously ill patients. A key component in education is the under- standing of how people learn. The main learning styles can be classified into auditory, visual, and kinesthetic (body motion). Since 60% of the population consists of visual learners, visual methods of instruction are cru- cial to teaching. This is particularly important in teaching a subject that involves a paradigm shift from previously learned perceptions and ideas. The best visual learning in medicine takes place at the bedside with a skilled clinician. However, the classroom environment is still an important forum for relaying new information. Current methods of palliative care instruction include oral lecture, role play, and use of com- puterized visuals (power point, etc.). Oral lec- ture and role play are particularly effective for verbal and kinesthetic learners. Commonly used computerized visuals, however, generally do not evoke strong emotional responses which can be useful in integrating an important con- cept into memory. The missing component of learning is often an emotional one. Emotion drives attention and at- tention drives learning. The use of popular me- dia and visual arts offers a teaching method that stimulates the visual learner by provoking emo- tion and focusing attention on the important as- pects of palliative care. This session seeks to share specific popular me- dia examples paired with palliative care concepts that will assist visual learners with integrating palliative care concepts. Becoming a Clinician Educator in Palliative Care: Finding a Path (408) Early Career SIG Jillian Gustin, MD, The Ohio State University, Columbus, OH. Gordon Wood, MD, University of Pittsburgh School of Medicine, Pittsburgh, PA. Julie Childers, MD, University of Pittsburgh, Pitts- burgh, PA. Juliet Jacobsen, MD, Massachusetts General Hospital, Boston, MA. Jane DeLima Thomas, MD, Dana Farber Cancer Institute & Brig- ham and Women’s Hospital, Boston, MA. (All authors listed above for this session have dis- closed no relevant financial relationships.) Objectives 1. Discuss current clinician-educator pathways within Palliative Care programs in academic medical centers including the necessary competencies. 2. Describe steps to build academic portfolios as clinician-educators in Palliative Care. 3. Identify current models/options for training clinician-educators in Palliative Care. A passion for the clinical work, good communica- tion skills, and a sense of mission to spread the message of quality end-of-life care lead many Pal- liative Care physicians into the role of clinician- educator. Their work can include teaching in clinical settings and classrooms, curriculum de- velopment, administration of educational pro- grams, mentoring, and educational research. In addition, they are often asked to train a wide range of learners that includes medical students, residents, fellows, faculty, interdisciplinary col- leagues, administrators, and policy makers about Palliative Care. Despite the clear need for educa- tion in Palliative Care and the willingness of many providers to take up this role, most Palliative Care clinician-educators have had little formal train- ing in education. Moreover, for many, the path to developing a career as a clinician-educator is often ill-defined in their institution. This highly interactive session aims to give palliative care providers the context and tools needed to posi- tion themselves as successful clinician-educators. First, we will ask participants to share their expe- riences and challenges as clinician-educators in the context of a brief review of the current litera- ture on the clinician-educator role in academic medical centers. Second, we will brainstorm the Vol. 43 No. 2 February 2012 371 Schedule With Abstracts

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Page 1: Becoming a Clinician Educator in Palliative Care: Finding a Path (408): Early Career SIG

Vol. 43 No. 2 February 2012 371Schedule With Abstracts

Objectives1. Define pop culture/visual arts and describe

their importance in educational techniquesand applicability in palliative and end-of-lifeteaching.

2. Describe and demonstrate the use of pop-ular visual arts to directly link effective vi-sual learning and palliative care education.

3. Discuss how to develop attendees’ skills toincorporate this method into a standard edu-cational framework and provide specific re-sources to attendees.

The goal of this session is to repackage availablemedia into a palliative care context, therebytransforming its purpose from entertainmentto education. Palliative care education is para-mount in transforming our healthcare systemfrom a fragmented care model to a patientand family-centered model. The recipients ofthis education must be able to understand itsimportance in the care of seriously ill patients.A key component in education is the under-standing of how people learn. The mainlearning styles can be classified into auditory,visual, and kinesthetic (body motion). Since60% of the population consists of visuallearners, visual methods of instruction are cru-cial to teaching. This is particularly importantin teaching a subject that involves a paradigmshift from previously learned perceptions andideas.The best visual learning in medicine takes placeat the bedside with a skilled clinician. However,the classroom environment is still an importantforum for relaying new information.Current methods of palliative care instructioninclude oral lecture, role play, and use of com-puterized visuals (power point, etc.). Oral lec-ture and role play are particularly effective forverbal and kinesthetic learners. Commonlyused computerized visuals, however, generallydo not evoke strong emotional responses whichcan be useful in integrating an important con-cept into memory.The missing component of learning is often anemotional one. Emotion drives attention and at-tention drives learning. The use of popular me-dia and visual arts offers a teaching method thatstimulates the visual learner by provoking emo-tion and focusing attention on the important as-pects of palliative care.This session seeks to share specific popular me-dia examples paired with palliative care concepts

that will assist visual learners with integratingpalliative care concepts.

Becoming a Clinician Educator in PalliativeCare: Finding a Path (408)Early Career SIGJillian Gustin, MD, The Ohio State University,Columbus, OH. Gordon Wood, MD, Universityof Pittsburgh School of Medicine, Pittsburgh, PA.Julie Childers, MD, University of Pittsburgh, Pitts-burgh, PA. Juliet Jacobsen, MD, MassachusettsGeneral Hospital, Boston, MA. Jane DeLimaThomas, MD, Dana Farber Cancer Institute & Brig-ham and Women’s Hospital, Boston, MA.(All authors listed above for this session have dis-closed no relevant financial relationships.)

Objectives1. Discuss current clinician-educator pathways

within Palliative Care programs in academicmedical centers including the necessarycompetencies.

2. Describe steps to build academic portfoliosas clinician-educators in Palliative Care.

3. Identify current models/options for trainingclinician-educators in Palliative Care.

A passion for the clinical work, good communica-tion skills, and a sense of mission to spread themessage of quality end-of-life care lead many Pal-liative Care physicians into the role of clinician-educator. Their work can include teaching inclinical settings and classrooms, curriculum de-velopment, administration of educational pro-grams, mentoring, and educational research. Inaddition, they are often asked to train a widerange of learners that includes medical students,residents, fellows, faculty, interdisciplinary col-leagues, administrators, and policy makers aboutPalliative Care. Despite the clear need for educa-tion in Palliative Care and the willingness ofmanyproviders to take up this role, most Palliative Careclinician-educators have had little formal train-ing in education. Moreover, for many, the pathto developing a career as a clinician-educator isoften ill-defined in their institution. This highlyinteractive session aims to give palliative careproviders the context and tools needed to posi-tion themselves as successful clinician-educators.First, we will ask participants to share their expe-riences and challenges as clinician-educators inthe context of a brief review of the current litera-ture on the clinician-educator role in academicmedical centers. Second, we will brainstorm the

Page 2: Becoming a Clinician Educator in Palliative Care: Finding a Path (408): Early Career SIG

372 Vol. 43 No. 2 February 2012Schedule With Abstracts

skills, knowledge, and leadership attributes re-quired of clinician-educators that are specific toPalliative Care. Next, by drawing on the literatureand the experience of participants, we will delin-eatepotential steps tobuildinganacademic careeras a clinician-educator inPalliativeCare, includingthedevelopment of educator-portfolios to supportpromotion. Finally, we will outline current op-tions, such as certificate programs and advanceddegrees in education, for faculty who want furthertraining as clinician-educators. By the end of thesession, participants will have defined short- andlong-term goals to further their development asclinician-educators. Moreover, we will outline anaction plan for further development of a PalliativeCare clinician-educator community.

InterdisciplinaryProfessionals inTrainingSession (409)

Noone1 pm

AAHPM Business Meeting

HPNA Membership Meeting

2:15e3:15 pm

Paper Sessions

What Are Hospice Providers DoingTo Reach African Americans? (410-A)Kimberly Johnson, MD, Duke University, Dur-ham, NC. Maragatha Kuchibhatla, PhD DukeMedical Center, Durham, NC.(All authors listed above for this session have dis-closed no relevant financial relationships.)

Objectives1. Discuss hospice providers’ strategies and prac-

tices to increase service to African Americans.2. Describe the association between specific

hospice provider practices (ie, marketing, ed-ucation/outreach) and their commitment toincreasing service to African Americans.

Background. To increase access to hospice forminority groups, the NHPCO recommendsthat hospice providers incorporate a commit-ment to caring for diverse populations in theirorganizational goals, partner with communitygroups, and use targeted marketing. The extentto which providers have operationalized these

recommendations to reach African Americans,a group historically underrepresented in hos-pice, has not been well-described.

Research objective. To describe hospice pro-viders’ goals and strategies to increase serviceto African Americans.

Method. Survey of hospices in North and SouthCarolina examining outreach and marketingpractices, goals, and strategies to reach AfricanAmericans. We used Spearman correlations toexamine the association between provider prac-tices and their commitment to increasing serviceto African Americans as measured by the Orga-nizational Assessment Scale (higher scores indi-cate greater commitment).

Result. Of 80 hospices (65% response rate) sur-veyed, most (82.6%) were concerned about thelow percentage of African Americans that theyserved. Although 78% reported goals and 68%reported strategies to increase service to AfricanAmericans, only 20% reported that goals weremeasurable and used in improvement plans;only 20% reported that strategies were routinelyreviewed to determine their effectiveness. Mosthospices participated in community education/outreach to African Americans: 73% with nurs-ing homes; 68% with churches; 56% with physi-cians; 30% used newspaper; and 21% radio tomarket services. Providers endorsing greatercommitment to increasing service to AfricanAmericans reported greater concern about thepercentage served (r ¼ 0.31, p ¼ .005), andmore often participated in outreach to churches(r ¼ 0.36, p ¼ .001) or used newspaper (r ¼ 0.32,p ¼ .004) or radio (r ¼ 0.25, p ¼ .02) to reachAfrican Americans.

Conclusion. Many hospices are engaged in prac-tices to increase service to African Americans.However, few have set measurable goals or at-tempted to measure the success of their efforts.

Implications for research, policy, or practice.Hospice providers should use quality improve-ment methods to plan, implement, and measureefforts to increase access to care for minoritypopulations.

Acculturation and Preferences AboutEnd-of-life (EOL) Cancer Care AmongIndividuals of Japanese Ancestry Livingin America (410-B)Masanori Mori, MD, Seirei Hamamatsu Hospital,Hamamatsu, Shizuoka. Henrique Parsons, MD