Barbara A Head1, Christian Davis Furman2, Andrew M Lally3, Kimberly Leake3, Mark Pfeifer1. 1. 1 Department of General Internal Medicine, Palliative Medicine, and Medical Education, University of Louisville School of Medicine , Louisville, Kentucky. 2. 2 Institute for sustainable Health and Optimal Aging, University of Louisville School of Medicine , Louisville, Kentucky. 3. 3 Hosparus Health , Louisville, Kentucky.
Abstract
BACKGROUND: Interprofessional Education (IPE) is an important component of medical education. Rotations with palliative care interdisciplinary teams (IDTs) provide an optimal environment for IPE and teaching teamwork skills. OBJECTIVE: Our objective was to assess the learning of senior medical students during a palliative care rotation. DESIGN: A constant comparison method based on grounded theory was used in this qualitative study. SETTING/ SUBJECTS: Senior medical students completed a semi-structured reflective writing exercise after a required one-week palliative care clerkship. Sixty randomly selected reflective writings were analyzed. MEASUREMENTS: The reflective writings were analyzed to evaluate the student's experiences. RESULTS: Dominant themes identified were related to teams and teamwork. Eight specific themes were identified: value of IDT for team members; value of IDT for patient/family; importance of each team member; reliance on other team members; roles of team members; how teams work; team communication; and interdisciplinary assessment and care planning. Students described exposure to novel experiences and planned to incorporate newly learned behaviors in their future practice. CONCLUSION: By participating in palliative care IDTs, medical students consistently learned about teamwork within healthcare. Additionally, they learned the importance of such teamwork to patients and the team itself. Rotations with palliative care IDTs have a significant role to play in IPE and preparing medical students to practice on teams.
BACKGROUND: Interprofessional Education (IPE) is an important component of medical education. Rotations with palliative care interdisciplinary teams (IDTs) provide an optimal environment for IPE and teaching teamwork skills. OBJECTIVE: Our objective was to assess the learning of senior medical students during a palliative care rotation. DESIGN: A constant comparison method based on grounded theory was used in this qualitative study. SETTING/ SUBJECTS: Senior medical students completed a semi-structured reflective writing exercise after a required one-week palliative care clerkship. Sixty randomly selected reflective writings were analyzed. MEASUREMENTS: The reflective writings were analyzed to evaluate the student's experiences. RESULTS: Dominant themes identified were related to teams and teamwork. Eight specific themes were identified: value of IDT for team members; value of IDT for patient/family; importance of each team member; reliance on other team members; roles of team members; how teams work; team communication; and interdisciplinary assessment and care planning. Students described exposure to novel experiences and planned to incorporate newly learned behaviors in their future practice. CONCLUSION: By participating in palliative care IDTs, medical students consistently learned about teamwork within healthcare. Additionally, they learned the importance of such teamwork to patients and the team itself. Rotations with palliative care IDTs have a significant role to play in IPE and preparing medical students to practice on teams.
Entities:
Keywords:
interprofessional education; medical education; palliative care; teamwork
Authors: Martin Hind; Ian Norman; Serena Cooper; Elaine Gill; Ros Hilton; Pat Judd; Sue C Jones Journal: J Interprof Care Date: 2003-02 Impact factor: 2.338
Authors: Barbara A Head; Tara Schapmire; Carla Hermann; Lori Earnshaw; Anna Faul; Carol Jones; Karen Kayser; Amy Martin; Monica Ann Shaw; Frank Woggon; Mark Pfeifer Journal: J Palliat Med Date: 2014-06-27 Impact factor: 2.947
Authors: Barbara A Head; Tara Schapmire; Lori Earnshaw; Anna Faul; Carla Hermann; Carol Jones; Amy Martin; Monica Ann Shaw; Frank Woggon; Craig Ziegler; Mark Pfeiffer Journal: J Cancer Educ Date: 2016-06 Impact factor: 2.037