E-Module Learning for Scaling Serious Illness Communication Skills Teaching: A Pilot Study in Family Medicine and Palliative Care
Background: Serious illness communication (SIC) competency is essential for health care professionals. However, many clinicians receive little-to-no SIC training, and there is little evidence as to which teaching method is most feasible to incorporate into postgraduate curricula. Two e-modules were...
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Mary Ann Liebert
2024-10-01
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| Series: | Palliative Medicine Reports |
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| Online Access: | https://www.liebertpub.com/doi/10.1089/pmr.2024.0048 |
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| author | Helen James Paul Krueger Daphna Grossman Warren Lewin |
| author_facet | Helen James Paul Krueger Daphna Grossman Warren Lewin |
| author_sort | Helen James |
| collection | DOAJ |
| description | Background: Serious illness communication (SIC) competency is essential for health care professionals. However, many clinicians receive little-to-no SIC training, and there is little evidence as to which teaching method is most feasible to incorporate into postgraduate curricula. Two e-modules were created to adapt high-yield knowledge to deliver asynchronous, time-efficient, standardized communication skills teaching. This project evaluated SIC e-module teaching feasibility, learner and faculty perceptions toward e-module learning on this topic, as well as learner confidence and skill usage post-completion. Methods: Family Medicine residents and palliative care fellows from two training sites were invited to asynchronously complete the e-modules on their own time and complete a survey to assess attitudes, perceptions, and needs toward them and impact on SIC skills immediately and 1-month post-completion. Faculty from the main site were also invited to view the e-modules and complete a survey immediately afterward assessing attitudes, perceptions, and feasibility on SIC e-module learning. Results: In total, 19/50 (38%) learners completed the e-modules and post-training survey and 14/19 (73%) of those learners completed the 1-month follow-up survey. In total, 13/60 (22%) faculty completed the survey. Participants liked the structure and design of the e-modules and felt they were appropriate for their learners’ level of training, were effective, time-efficient, and provided relevant SIC information. Case-based video demonstrations were identified as the most useful teaching method. Most learners intended to use new skills in clinical practice, rewatched both e-modules within 1 month of initial viewing, and reported using learned skills in practice. Conclusion: E-module training provides a standardized method to scale postgraduate SIC skills teaching asynchronously and was well liked by learners and faculty. Barriers exist to completing them outside of a core curriculum. Early data suggest e-modules can be used iteratively and further research is needed to determine how their use impacts communication confidence and competency. |
| format | Article |
| id | doaj-art-64c514a3f09b469587f9d25db8cd6e6c |
| institution | DOAJ |
| issn | 2689-2820 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | Mary Ann Liebert |
| record_format | Article |
| series | Palliative Medicine Reports |
| spelling | doaj-art-64c514a3f09b469587f9d25db8cd6e6c2025-08-20T02:59:00ZengMary Ann LiebertPalliative Medicine Reports2689-28202024-10-015157157710.1089/pmr.2024.0048E-Module Learning for Scaling Serious Illness Communication Skills Teaching: A Pilot Study in Family Medicine and Palliative CareHelen James0Paul Krueger1Daphna Grossman2Warren Lewin3Division of Palliative Care, University Health Network, Toronto, Ontario, Canada.Department of Family and Community Medicine, University of Toronto, Toronto, Ontario, Canada.Department of Family and Community Medicine, University of Toronto, Toronto, Ontario, Canada.Division of Palliative Care, University Health Network, Toronto, Ontario, Canada.Background: Serious illness communication (SIC) competency is essential for health care professionals. However, many clinicians receive little-to-no SIC training, and there is little evidence as to which teaching method is most feasible to incorporate into postgraduate curricula. Two e-modules were created to adapt high-yield knowledge to deliver asynchronous, time-efficient, standardized communication skills teaching. This project evaluated SIC e-module teaching feasibility, learner and faculty perceptions toward e-module learning on this topic, as well as learner confidence and skill usage post-completion. Methods: Family Medicine residents and palliative care fellows from two training sites were invited to asynchronously complete the e-modules on their own time and complete a survey to assess attitudes, perceptions, and needs toward them and impact on SIC skills immediately and 1-month post-completion. Faculty from the main site were also invited to view the e-modules and complete a survey immediately afterward assessing attitudes, perceptions, and feasibility on SIC e-module learning. Results: In total, 19/50 (38%) learners completed the e-modules and post-training survey and 14/19 (73%) of those learners completed the 1-month follow-up survey. In total, 13/60 (22%) faculty completed the survey. Participants liked the structure and design of the e-modules and felt they were appropriate for their learners’ level of training, were effective, time-efficient, and provided relevant SIC information. Case-based video demonstrations were identified as the most useful teaching method. Most learners intended to use new skills in clinical practice, rewatched both e-modules within 1 month of initial viewing, and reported using learned skills in practice. Conclusion: E-module training provides a standardized method to scale postgraduate SIC skills teaching asynchronously and was well liked by learners and faculty. Barriers exist to completing them outside of a core curriculum. Early data suggest e-modules can be used iteratively and further research is needed to determine how their use impacts communication confidence and competency.https://www.liebertpub.com/doi/10.1089/pmr.2024.0048communication skillse-moduleslearner/faculty perceptionsserious illness communication |
| spellingShingle | Helen James Paul Krueger Daphna Grossman Warren Lewin E-Module Learning for Scaling Serious Illness Communication Skills Teaching: A Pilot Study in Family Medicine and Palliative Care Palliative Medicine Reports communication skills e-modules learner/faculty perceptions serious illness communication |
| title | E-Module Learning for Scaling Serious Illness Communication Skills Teaching: A Pilot Study in Family Medicine and Palliative Care |
| title_full | E-Module Learning for Scaling Serious Illness Communication Skills Teaching: A Pilot Study in Family Medicine and Palliative Care |
| title_fullStr | E-Module Learning for Scaling Serious Illness Communication Skills Teaching: A Pilot Study in Family Medicine and Palliative Care |
| title_full_unstemmed | E-Module Learning for Scaling Serious Illness Communication Skills Teaching: A Pilot Study in Family Medicine and Palliative Care |
| title_short | E-Module Learning for Scaling Serious Illness Communication Skills Teaching: A Pilot Study in Family Medicine and Palliative Care |
| title_sort | e module learning for scaling serious illness communication skills teaching a pilot study in family medicine and palliative care |
| topic | communication skills e-modules learner/faculty perceptions serious illness communication |
| url | https://www.liebertpub.com/doi/10.1089/pmr.2024.0048 |
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