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Fast and Furious Palliative Care Education: Utilizing Fast Facts and Concepts to Deliver Just in Time Teaching (FR470)
374
Schedule with Abstracts
Results. N¼300. There were 88 videos described as ‘‘good quality’’ and 212 videos described as ‘‘misleading.’’ Videos were on YouTube for 1,006 days (mean); duration of time on YouTube did not influence video quality. 69% of the misleading videos were amateur vs. 18.2% useful videos; 81.8% of useful videos were made by professional organizations (p<0.0001). Viewership of misleading videos was considerably greater (average of 348,115) when compared to useful videos (26,293). 72.7% of useful videos were uploaded by an IO, as opposed to hospices (3.4%), universities (3.4%), and healthcare institutions (13.6%). 99% of misleading videos were uploaded by an IO. Useful videos were uploaded by an IO and professionally made, though viewership was considerably smaller for these videos than for the misleading and usually amateur-made videos. Conclusion. This study provides information available on YouTube with the search terms ‘‘grief’’ and ‘‘bereavement.’’ Though there is a massive amount of misleading videos, there is also significant information related to educational/self-help resources, spiritual guidance, and personal experiences. It was surprising to find how vast an amount of helpful information came from an IO. Implications for Research, Policy, and Practice. Given the potentially substantial audience that remains untapped, YouTube is an underutilized resource for the dissemination of information by hospices and healthcare organizations.
4:30e5:30 pm
Concurrent Sessions Fast and Furious Palliative Care Education: Utilizing Fast Facts and Concepts to Deliver Just in Time Teaching (FR470) Sean Marks, MD, Medical College of Wisconsin, Milwaukee, WI. Michelle Freeman, MD, Penn State Hershey Medical Center, Hershey, PA. Drew Rosielle, MD FAAHPM, University of Minnesota Medical School, Minneapolis, MN. Rene Claxton, MD MS, University of Pittsburgh, Pittsburgh, PA. Objectives Identify three educational barriers specific to palliative care that can be overcome via ‘‘just in time’’ teaching strategies. Learn five novel ways to incorporate Fast Facts and Concepts in your healthcare institution’s Hospice and Palliative Medicine’s educational mission. Demonstrate the peer review process, which underlies the reliability of published Fast Facts, to improve HPM education and scholarship.
Vol. 51 No. 2 February 2016
In anticipation of a worsening clinician shortage in the field of hospice and palliative medicine (HPM), the delivery of efficient and effective palliative care education to non-palliative care clinicians will be important to the sustainability of the field. With the traditional lecture format of CME events or Grand Rounds, learners may gain a ‘‘confidence-competence gap’’ in which they develop an inflated confidence in their clinical HPM knowledge that reduces their motivation to improve their knowledge. More effective educational tools seize ‘‘teachable moments,’’ ie, when a clinician is struggling with a palliative care related clinical issue, there is a high ‘‘tension’’ for the clinician to address the deficiency. Most available evidence based educational tools are too cumbersome to deliver the necessary education at the time of need. The Fast Facts and Concepts is a unique educational tool that provides an easily accessible and concise review of evidence-based palliative care information on relevant topics in the field of HPM. Their adaptability can foster ‘‘just in time teaching.’’ This concurrent session will a) review the educational promise of just-intime teaching; b) explore the published evidence demonstrating the educational effectiveness of Fast Facts and Concepts for clinicians in training and clinicians in practice; c) cite novel ways to utilize Fast Facts to promote palliative care education in a variety of settings of clinical practice; d) review the peer review process of Fast Facts and Concepts; and e) highlight recent advances and developments in Fast Facts in the domains of adult, pediatric, and geriatric HPM education. With this knowledge, participates will be able to incorporate Fast Facts and Concepts into their just in time teaching in novel ways that will enhance palliative care knowledge of their peers and trainees.
Statistics Tools to Make the Case for Your Hospice and Palliative Care Program (FR471) David Casarett, MD MA FAAHPM, University of Pennsylvania, Philadelphia, PA. Melissa Aldridge, PhD MBA, Icahn School of Medicine at Mount Sinai, New York, NY. Objectives Apply simple techniques of data analysis to evaluate the impact of palliative care on costs. Use stratified analysis to demonstrate the impact of hospice and palliative care on 30-day readmissions and patient experience scores. Understand and use basic statistical software packages for analysis. Background. Increasingly, hospice and palliative care programs are being asked to demonstrate their value and impact. For instance, programs are required to show their impact on hospital length of stay or costs. And other measures, such as 30-day readmissions or
Schedule with Abstracts
Results. N¼300. There were 88 videos described as ‘‘good quality’’ and 212 videos described as ‘‘misleading.’’ Videos were on YouTube for 1,006 days (mean); duration of time on YouTube did not influence video quality. 69% of the misleading videos were amateur vs. 18.2% useful videos; 81.8% of useful videos were made by professional organizations (p<0.0001). Viewership of misleading videos was considerably greater (average of 348,115) when compared to useful videos (26,293). 72.7% of useful videos were uploaded by an IO, as opposed to hospices (3.4%), universities (3.4%), and healthcare institutions (13.6%). 99% of misleading videos were uploaded by an IO. Useful videos were uploaded by an IO and professionally made, though viewership was considerably smaller for these videos than for the misleading and usually amateur-made videos. Conclusion. This study provides information available on YouTube with the search terms ‘‘grief’’ and ‘‘bereavement.’’ Though there is a massive amount of misleading videos, there is also significant information related to educational/self-help resources, spiritual guidance, and personal experiences. It was surprising to find how vast an amount of helpful information came from an IO. Implications for Research, Policy, and Practice. Given the potentially substantial audience that remains untapped, YouTube is an underutilized resource for the dissemination of information by hospices and healthcare organizations.
4:30e5:30 pm
Concurrent Sessions Fast and Furious Palliative Care Education: Utilizing Fast Facts and Concepts to Deliver Just in Time Teaching (FR470) Sean Marks, MD, Medical College of Wisconsin, Milwaukee, WI. Michelle Freeman, MD, Penn State Hershey Medical Center, Hershey, PA. Drew Rosielle, MD FAAHPM, University of Minnesota Medical School, Minneapolis, MN. Rene Claxton, MD MS, University of Pittsburgh, Pittsburgh, PA. Objectives Identify three educational barriers specific to palliative care that can be overcome via ‘‘just in time’’ teaching strategies. Learn five novel ways to incorporate Fast Facts and Concepts in your healthcare institution’s Hospice and Palliative Medicine’s educational mission. Demonstrate the peer review process, which underlies the reliability of published Fast Facts, to improve HPM education and scholarship.
Vol. 51 No. 2 February 2016
In anticipation of a worsening clinician shortage in the field of hospice and palliative medicine (HPM), the delivery of efficient and effective palliative care education to non-palliative care clinicians will be important to the sustainability of the field. With the traditional lecture format of CME events or Grand Rounds, learners may gain a ‘‘confidence-competence gap’’ in which they develop an inflated confidence in their clinical HPM knowledge that reduces their motivation to improve their knowledge. More effective educational tools seize ‘‘teachable moments,’’ ie, when a clinician is struggling with a palliative care related clinical issue, there is a high ‘‘tension’’ for the clinician to address the deficiency. Most available evidence based educational tools are too cumbersome to deliver the necessary education at the time of need. The Fast Facts and Concepts is a unique educational tool that provides an easily accessible and concise review of evidence-based palliative care information on relevant topics in the field of HPM. Their adaptability can foster ‘‘just in time teaching.’’ This concurrent session will a) review the educational promise of just-intime teaching; b) explore the published evidence demonstrating the educational effectiveness of Fast Facts and Concepts for clinicians in training and clinicians in practice; c) cite novel ways to utilize Fast Facts to promote palliative care education in a variety of settings of clinical practice; d) review the peer review process of Fast Facts and Concepts; and e) highlight recent advances and developments in Fast Facts in the domains of adult, pediatric, and geriatric HPM education. With this knowledge, participates will be able to incorporate Fast Facts and Concepts into their just in time teaching in novel ways that will enhance palliative care knowledge of their peers and trainees.
Statistics Tools to Make the Case for Your Hospice and Palliative Care Program (FR471) David Casarett, MD MA FAAHPM, University of Pennsylvania, Philadelphia, PA. Melissa Aldridge, PhD MBA, Icahn School of Medicine at Mount Sinai, New York, NY. Objectives Apply simple techniques of data analysis to evaluate the impact of palliative care on costs. Use stratified analysis to demonstrate the impact of hospice and palliative care on 30-day readmissions and patient experience scores. Understand and use basic statistical software packages for analysis. Background. Increasingly, hospice and palliative care programs are being asked to demonstrate their value and impact. For instance, programs are required to show their impact on hospital length of stay or costs. And other measures, such as 30-day readmissions or