Submission ID 78537

Code OC-3-4
At the end of this workshop, participants will be able to:
Category Medical Education
Type Oral
Will the presenter be a: Other
Presenter Other Assistant Professor
Title Meeting the Moment: Building a Standardized Serious-Illness-Communication Skills Training Program for the Academic Medical Setting
Background/Purpose Background: Serious Illness Conversations (SIC) including advance-care-planning and goals-of-care conversations are essential to support person-centred care. Feeling comfortable leading these conversations can protect clinicians from burnout. Most clinicians receive little or no training on these skills and no standard exists to teach them. Purpose: We explored the literature and current state of SIC teaching at the Department of Family & Community Medicine (DFCM) at the University of Toronto to assess resident preferences for teaching and feedback methods, and faculty experiences in teaching them, in order to inform curriculum reform.
Methods An online survey was sent to all graduating DFCM residents. Focus groups were conducted using purposeful sampling of DFCM residents and faculty to further explore survey results and gain a deeper understanding of preferences for learning and teaching.
Results Survey completion rate was 60% (93/155) across 14 training sites. Most residents prefer direct observation and feedback and using structured approaches to learn how to lead conversations. However, most were not taught such an approach nor received observed feedback. Themes emerged from focus groups and interviews including using brief e-modules for asynchronous foundational learning, longitudinal teaching, and incorporating frameworks from two existing evidence-based programs for both teaching and learning content.
Discussion Residents and faculty value using a standardized, evidence-informed, mixed methods and longitudinal approach to learn and teach SIC skills. We created two asynchronous e-learning modules introducing residents to core internationally recognized tools that clinician teachers can incorporate into their teaching practices with an aim to ensure goal-concordant care.
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Abstract content most relevant to: (check all that apply) Residency Education
Abstract Track - First Choice Teaching and learning
Teaching and Learning Clinical Context
Authors Warren Lewin
Helen James

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