An Innovative Application of Online Learning for Hospice Education in Medicine Trainees

Briana Ketterer, Julie W. Childers, Robert M. Arnold

Research output: Contribution to journalArticlepeer-review

Abstract

Objective: To improve residents' knowledge, self-perceived skills, and attitudes about hospice. Methods: An online case-based curriculum in a flipped classroom design was provided to postgraduate year-one (PGY-1) residents. Residents completed a pre- A nd postassessment. Postgraduate year-two (PGY-2) residents served as a historical control. Results: Fifty-one PGY-1 residents received the curriculum. Postcurriculum knowledge scores increased significantly and were not statistically different from PGY-2 controls (n = 55). Postcurriculum confidence scores increased significantly and were statistically different from controls in subdomains of talking about hospice, facilitating the clinic to hospice transition, and seeking help with hospice dilemmas. Satisfaction with training in hospice was significantly higher after receiving the curriculum. Conclusion: A flipped classroom curriculum increased knowledge, confidence in skills, and satisfaction with residency training in hospice care. This design offers curriculum solutions that address competing demands in the new era of social distancing and remote learning.

Original languageEnglish (US)
Pages (from-to)919-923
Number of pages5
JournalJournal of palliative medicine
Volume24
Issue number6
DOIs
StatePublished - Jun 2021

Keywords

  • education
  • hospice
  • online
  • primary palliative care

ASJC Scopus subject areas

  • Nursing(all)
  • Anesthesiology and Pain Medicine

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