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When Eating Problems Arise in Advanced Dementia: An Interdisciplinary Approach to Communicating with Caregivers (TH301)
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Schedule With Abstracts
When Eating Problems Arise in Advanced Dementia: An Interdisciplinary Approach to Communicating with Caregivers (TH301) Erika Manu, MD, University of Michigan Health System/VA Ann Arbor GRECC, Ann Arbor, MI. Caroline Vitale, MD, University of Michigan Health System/VA Ann Arbor GRECC, Ann Arbor, MI. Joseph Murray, PhD, VA Ann Arbor Healthcare System, Dearborn, MI. Amy P. Lustig, PhD MPH CCC-SLP, Restorative Speech, Elkins Park, PA. Objectives Describe the natural history of advanced dementia. Identify the nature and the causes of the eating/ feeding problems in a patient with advanced dementia and describe potential treatment burdens associated with artificial nutrition in patients with advanced dementia. Discuss various options for addressing eating/ feeding difficulties in patients with advanced dementia. With the aging population of the United States, dementia is becoming a national healthcare problem. Geriatricians and palliative care providers will be unable to provide care to the rapidly growing number of patients with advanced dementia; therefore it becomes imperative to train as many healthcare providers and interdisciplinary team members as possible about the course of the dementia and nature of the complications in the advanced stages of the disease. Advanced dementia is often not recognized by healthcare providers as a terminal disease. This lack of knowledge is cited as the major barrier in developing plans of care aligned with patient needs. Eating and feeding problems are frequent complications in advanced dementia patients. We aim to provide the session participants with a model interdisciplinary approach to discuss eating/feeding problems and treatment approaches with the family of a patient with advanced dementia. The educational intervention can be provided to various levels of medical trainees as well as other disciplines such as nursing, speech pathology, and social work. The video of a family meeting we developed and produced has important and challenging trigger questions meant to be discussed with the participants. The video will be used as a centerpiece for a group workshop that will start out with a clinical case. We will then play the video until a trigger question is shown; we will allow the participants to test their own knowledge base and approach to the question raised in the video. Faculty then will facilitate a group discussion, during which the participants will share their answers while faculty touch upon the most recent evidence pertaining to each
Vol. 49 No. 2 February 2015
individual question. Attendees’ self-reported skill level and satisfaction with the workshop will be assessed via a retrospective pre-post survey. Session participants can apply the knowledge, skills, and materials shared to improve the care of patients with advanced dementia.
Cultivating the Contemplative Clinician: The Practice and Pedagogy of Reflection in Palliative Education (TH302) Barbara Head, PhD CHPN ACSW FPCN, University of Louisville, Louisville, KY. Tara Schapmire, CCM LCSW MSW OSW-C PhD, University of Louisville, Louisville, KY. Frank Woggon, PhD BCC, University of Louisville, Louisville, KY. Mark Pfeifer, MD, University of Louisville, Louisville, KY. Objectives List five reasons for using reflective activities when teaching palliative care. Describe evidence from the literature supporting the use of reflection as a pedagogical approach in palliative education. Integrate effective tools for stimulating and evaluating reflective activities. Sound clinical practice, especially in palliative care, requires much more than the memorization and accumulation of factual knowledge. Indeed, reflective capacity has been linked to deeper understanding of the patient experience, the development of empathy, practitioner well-being, and personal and professional growth and developmentdall essential for meaning and success in palliative care. Reflective activities range from reflective writing; journaling; developing portfolios; producing video essays; and reacting to art, videos, or writings of others. This interactive workshop will explore the use of reflection as an important pedagogical component of palliative education. The rationale and current evidence supporting the use of reflective activities will be described. Beyond acknowledging its value, this workshop will provide the learner with tools to enhance and evaluate reflective educational experiences. Participants will begin with a reflective exercise that will serve as a foundation for the workshop and be used to illustrate the value of and rationale for reflective activities. Participants will be exposed to a variety of ‘‘prompts’’ used to stimulate reflection and will develop their own prompts as part of the session. The substance and importance of meaningful student feedback that is both supportive and stimulating will be discussed. Examples of effective feedback will be shared. Methodologies for analyzing and reporting the results of reflective activities will be presented. Participants will also develop a plan for integrating reflective activities into their educational efforts.
Schedule With Abstracts
When Eating Problems Arise in Advanced Dementia: An Interdisciplinary Approach to Communicating with Caregivers (TH301) Erika Manu, MD, University of Michigan Health System/VA Ann Arbor GRECC, Ann Arbor, MI. Caroline Vitale, MD, University of Michigan Health System/VA Ann Arbor GRECC, Ann Arbor, MI. Joseph Murray, PhD, VA Ann Arbor Healthcare System, Dearborn, MI. Amy P. Lustig, PhD MPH CCC-SLP, Restorative Speech, Elkins Park, PA. Objectives Describe the natural history of advanced dementia. Identify the nature and the causes of the eating/ feeding problems in a patient with advanced dementia and describe potential treatment burdens associated with artificial nutrition in patients with advanced dementia. Discuss various options for addressing eating/ feeding difficulties in patients with advanced dementia. With the aging population of the United States, dementia is becoming a national healthcare problem. Geriatricians and palliative care providers will be unable to provide care to the rapidly growing number of patients with advanced dementia; therefore it becomes imperative to train as many healthcare providers and interdisciplinary team members as possible about the course of the dementia and nature of the complications in the advanced stages of the disease. Advanced dementia is often not recognized by healthcare providers as a terminal disease. This lack of knowledge is cited as the major barrier in developing plans of care aligned with patient needs. Eating and feeding problems are frequent complications in advanced dementia patients. We aim to provide the session participants with a model interdisciplinary approach to discuss eating/feeding problems and treatment approaches with the family of a patient with advanced dementia. The educational intervention can be provided to various levels of medical trainees as well as other disciplines such as nursing, speech pathology, and social work. The video of a family meeting we developed and produced has important and challenging trigger questions meant to be discussed with the participants. The video will be used as a centerpiece for a group workshop that will start out with a clinical case. We will then play the video until a trigger question is shown; we will allow the participants to test their own knowledge base and approach to the question raised in the video. Faculty then will facilitate a group discussion, during which the participants will share their answers while faculty touch upon the most recent evidence pertaining to each
Vol. 49 No. 2 February 2015
individual question. Attendees’ self-reported skill level and satisfaction with the workshop will be assessed via a retrospective pre-post survey. Session participants can apply the knowledge, skills, and materials shared to improve the care of patients with advanced dementia.
Cultivating the Contemplative Clinician: The Practice and Pedagogy of Reflection in Palliative Education (TH302) Barbara Head, PhD CHPN ACSW FPCN, University of Louisville, Louisville, KY. Tara Schapmire, CCM LCSW MSW OSW-C PhD, University of Louisville, Louisville, KY. Frank Woggon, PhD BCC, University of Louisville, Louisville, KY. Mark Pfeifer, MD, University of Louisville, Louisville, KY. Objectives List five reasons for using reflective activities when teaching palliative care. Describe evidence from the literature supporting the use of reflection as a pedagogical approach in palliative education. Integrate effective tools for stimulating and evaluating reflective activities. Sound clinical practice, especially in palliative care, requires much more than the memorization and accumulation of factual knowledge. Indeed, reflective capacity has been linked to deeper understanding of the patient experience, the development of empathy, practitioner well-being, and personal and professional growth and developmentdall essential for meaning and success in palliative care. Reflective activities range from reflective writing; journaling; developing portfolios; producing video essays; and reacting to art, videos, or writings of others. This interactive workshop will explore the use of reflection as an important pedagogical component of palliative education. The rationale and current evidence supporting the use of reflective activities will be described. Beyond acknowledging its value, this workshop will provide the learner with tools to enhance and evaluate reflective educational experiences. Participants will begin with a reflective exercise that will serve as a foundation for the workshop and be used to illustrate the value of and rationale for reflective activities. Participants will be exposed to a variety of ‘‘prompts’’ used to stimulate reflection and will develop their own prompts as part of the session. The substance and importance of meaningful student feedback that is both supportive and stimulating will be discussed. Examples of effective feedback will be shared. Methodologies for analyzing and reporting the results of reflective activities will be presented. Participants will also develop a plan for integrating reflective activities into their educational efforts.