Jennifer C Kesselheim1, Mark Atlas2, Denise Adams3, Banu Aygun2, Ray Barfield4, Kristen Eisenman5, Joy Fulbright6, Katharine Garvey7, Leslie Kersun8, Amulya Nageswara Rao9, Anne Reilly10, Mukta Sharma11, Evan Shereck12, Michael Wang5, Tanya Watt13, Patrick Leavey14. 1. Dana-Farber/Boston Children's Cancer and Blood Disorders Center, Boston, Massachusetts. 2. Cohen's Children's Medical Center, New Hyde Park, NewYork. 3. Cincinnati Children's Hospital and Medical Center, Cincinnati, Ohio. 4. Duke University, Durham, North Carolina. 5. Children's Hospital Colorado, Aurora, Colorado. 6. Children's Mercy Hospital, Kansas City, Missouri. 7. Division of Endocrinology, Boston Children's Hospital, Boston, Massachusetts. 8. Children's Hospital of Philadephia, Philadelphia, Pennsylvania. 9. Division of Pediatric Hematology-Oncology, Mayo Clinic, Rochester, Minnesota. 10. Division of Pediatric Hematology-Oncology, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania. 11. Division of Pediatric Hematology-Oncology, Children's Mercy Hospital, Kansas City, Missouri. 12. Doernbecker Children's Hospital, Oregon Health Sciences University, Portland, Oregon. 13. University of Texas-Southwestern Children's Medical Center, Dallas, Texas. 14. University of Texas Southwestern Medical Center, Dallas, Texas.
Abstract
BACKGROUND: Humanism and professionalism are virtues intrinsic to the practice of medicine, for which we lack a standard, evidence-based approach for teaching and evaluation. Pediatric hematology-oncology (PHO) fellowship training brings new and significant stressors, making it an attractive setting for innovation in humanism and professionalism training. PROCEDURE: We electronically surveyed a national sample of PHO fellows to identify fellows' educational needs in humanism and professionalism. Next, we developed a case-based, faculty-facilitated discussion curriculum to teach this content within pilot fellowship programs. We assessed whether fellowships would decide to offer the curriculum, feasibility of administering the curriculum, and satisfaction of fellow and faculty participants. RESULTS: Surveys were completed by 187 fellows (35%). A minority (29%) reported that their training program offers a formal curriculum in humanism and/or professionalism. A majority desires more formal teaching on balancing clinical practice and research (85%), coping with death/dying (85%), bereavement (78%), balancing work and personal life (75%), navigating challenging relationships with patients (74%), and depression/burn out (71%). These six topics were condensed into four case-based modules, which proved feasible to deliver at all pilot sites. Ten fellowship programs agreed to administer the novel curriculum. The majority (90%) of responding fellows and faculty reported the sessions touched on issues important for training, stimulated reflective communication, and were valuable. CONCLUSIONS: Pediatric hematology-oncology fellows identify numerous gaps in their training related to humanism and professionalism. This curriculum offers an opportunity to systematically address these educational needs and can serve as a model for wider implementation. Pediatr Blood Cancer 2015;62:335-340.
BACKGROUND: Humanism and professionalism are virtues intrinsic to the practice of medicine, for which we lack a standard, evidence-based approach for teaching and evaluation. Pediatric hematology-oncology (PHO) fellowship training brings new and significant stressors, making it an attractive setting for innovation in humanism and professionalism training. PROCEDURE: We electronically surveyed a national sample of PHO fellows to identify fellows' educational needs in humanism and professionalism. Next, we developed a case-based, faculty-facilitated discussion curriculum to teach this content within pilot fellowship programs. We assessed whether fellowships would decide to offer the curriculum, feasibility of administering the curriculum, and satisfaction of fellow and faculty participants. RESULTS: Surveys were completed by 187 fellows (35%). A minority (29%) reported that their training program offers a formal curriculum in humanism and/or professionalism. A majority desires more formal teaching on balancing clinical practice and research (85%), coping with death/dying (85%), bereavement (78%), balancing work and personal life (75%), navigating challenging relationships with patients (74%), and depression/burn out (71%). These six topics were condensed into four case-based modules, which proved feasible to deliver at all pilot sites. Ten fellowship programs agreed to administer the novel curriculum. The majority (90%) of responding fellows and faculty reported the sessions touched on issues important for training, stimulated reflective communication, and were valuable. CONCLUSIONS: Pediatric hematology-oncology fellows identify numerous gaps in their training related to humanism and professionalism. This curriculum offers an opportunity to systematically address these educational needs and can serve as a model for wider implementation. Pediatr Blood Cancer 2015;62:335-340.
Authors: Angela M Feraco; Sarah R Brand; Jennifer W Mack; Jennifer C Kesselheim; Susan D Block; Joanne Wolfe Journal: Pediatr Blood Cancer Date: 2016-01-29 Impact factor: 3.167
Authors: Kimberly R Gergelis; Uma S Anand; Johanna S Rian; Kristofer W Roberts; Pamela J Quinones; Kenneth R Olivier; Kimberly S Corbin; Cynthia M Stonnington Journal: Adv Radiat Oncol Date: 2021-10-27
Authors: David J Doukas; David T Ozar; Martina Darragh; Janet M de Groot; Brian S Carter; Nathan Stout Journal: BMC Med Educ Date: 2022-02-26 Impact factor: 2.463