Karen Detering1, William Silvester1, Charlie Corke2, Sharyn Milnes3, Rachael Fullam1, Virginia Lewis4, Jodie Renton1. 1. Respecting Patient Choices, Austin Health, Heidelberg, Victoria, Australia. 2. Respecting Patient Choices, Barwon Health School of Medicine, Deakin University, Victoria, Australia. 3. School of Medicine, Deakin University, Victoria, Australia. 4. Australian Institute for Primary Care and Ageing, La Trobe University, Melbourne, Victoria, Australia.
Abstract
OBJECTIVE: To develop and evaluate an interactive advance care planning (ACP) educational programme for general practitioners and doctors-in-training. DESIGN: Development of training materials was overseen by a committee; informed by literature and previous teaching experience. The evaluation assessed participant confidence, knowledge and attitude toward ACP before and after training. SETTING: Training provided to metropolitan and rural settings in Victoria, Australia. PARTICIPANTS: 148 doctors participated in training. The majority were aged at least 40 years with more than 10 years work experience; 63% had not trained in Australia. INTERVENTION: The programme included prereading, a DVD, interactive patient e-simulation workshop and a training manual. All educational materials followed an evidence-based stepwise approach to ACP: Introducing the topic, exploring concepts, introducing solutions and summarising the conversation. MAIN OUTCOME MEASURES: The primary outcome was the change in doctors' self-reported confidence to undertake ACP conversations. Secondary measures included pretest/post-test scores in patient ACP e-simulation, change in ACP knowledge and attitude, and satisfaction with programme materials. RESULTS: 69 participants completed the preworkshop and postworkshop evaluation. Following education, there was a significant change in self-reported confidence in six of eight items (p=0.008 -0.08). There was a significant improvement (p<0.001) in median scores on the e-simulation (pre 7/80, post 60/80). There were no significant differences observed in ACP knowledge following training, and most participants were supportive of patient autonomy and ACP pretraining. Educational materials were rated highly. CONCLUSIONS: A short multimodal interactive education programme improves doctors' confidence with ACP and performance on an ACP patient e-simulation. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.
OBJECTIVE: To develop and evaluate an interactive advance care planning (ACP) educational programme for general practitioners and doctors-in-training. DESIGN: Development of training materials was overseen by a committee; informed by literature and previous teaching experience. The evaluation assessed participant confidence, knowledge and attitude toward ACP before and after training. SETTING: Training provided to metropolitan and rural settings in Victoria, Australia. PARTICIPANTS: 148 doctors participated in training. The majority were aged at least 40 years with more than 10 years work experience; 63% had not trained in Australia. INTERVENTION: The programme included prereading, a DVD, interactive patient e-simulation workshop and a training manual. All educational materials followed an evidence-based stepwise approach to ACP: Introducing the topic, exploring concepts, introducing solutions and summarising the conversation. MAIN OUTCOME MEASURES: The primary outcome was the change in doctors' self-reported confidence to undertake ACP conversations. Secondary measures included pretest/post-test scores in patient ACP e-simulation, change in ACP knowledge and attitude, and satisfaction with programme materials. RESULTS: 69 participants completed the preworkshop and postworkshop evaluation. Following education, there was a significant change in self-reported confidence in six of eight items (p=0.008 -0.08). There was a significant improvement (p<0.001) in median scores on the e-simulation (pre 7/80, post 60/80). There were no significant differences observed in ACP knowledge following training, and most participants were supportive of patient autonomy and ACP pretraining. Educational materials were rated highly. CONCLUSIONS: A short multimodal interactive education programme improves doctors' confidence with ACP and performance on an ACP patient e-simulation. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.
Entities:
Keywords:
Advance Care Planning; Communication Training; Education Program; General Practice; Medical Education
Authors: Kate M Lillie; Lisa G Dirks; J Randall Curtis; Carey Candrian; Jean S Kutner; Jennifer L Shaw Journal: J Transcult Nurs Date: 2019-07-01 Impact factor: 1.959