Palliative care in the emergency department: an educational investigation and intervention

• Published in: BMC palliative care 2018-03, Vol.17 (1), p.43-8, Article 43
• Main Authors: Goldonowicz, Jessica M, Runyon, Michael S, Bullard, Mark J
• Format: Article
• Language: English
• Subjects: Adult; Analysis; Clinical decision making; Curricula; Curriculum - standards; Curriculum - trends; Decision Making; Emergency medical care; Emergency medicine; Emergency Medicine - education; Emergency Medicine - methods; Emergency Service, Hospital - organization & administration; Emergency Service, Hospital - trends; Female; Hospice care; Hospital emergency services; Hospitals, Urban - organization & administration; Humans; Internship and Residency - methods; Male; Management; Medical education; Medical prognosis; Medical residencies; Palliative care; Palliative Care - methods; Prospective Studies; Simulation; Simulation Training - methods; Simulation Training - standards; Workforce
• ISSN: 1472-684X; 1472-684X
• DOI: 10.1186/s12904-018-0293-5

To investigate the value of a novel simulation-based palliative care educational intervention within an emergency medicine (EM) residency curriculum. A palliative care scenario was designed and implemented in the simulation program at an urban academic emergency department (ED) with a 3-year EM residency program. EM residents attended one of eight high-fidelity simulation sessions, in groups of 5-6. A standardized participant portrayed the patient's family member. One resident from each session managed the scenario while the others observed. A 45-min debriefing session and small group discussion followed the scenario, facilitated by an EM simulation faculty member and a resident investigator. Best practices in palliative care were highlighted along with focused learner performance feedback. Participants completed an anonymous pre/post education intervention survey. Forty of 42 EM residents (95%) participated in the study. Confidence in implementing palliative care skills and perceived importance of palliative care improved after this educational intervention. Specifically, residents 1) felt EM physicians had an important role in palliative care, 2) had increased confidence in the ability to determine patient decision-making capacity, 3) had improved confidence in initiating palliative discussions/treatment, 4) believed palliative education was important in residency, and 5) felt simulation was an effective means to learn palliative care. Differences noted between PGY1 and PGY 3 training levels in survey responses disappeared post-intervention. Residents noted being most comfortable with delivering bad news and symptom management and least comfortable with disease prognostication. Residents reported time constraints and implementation logistics in the ED as the most challenging factors for palliative care initiation. Our case-based simulation intervention was associated with an increase in both the perceived importance of ED palliative care and self-reported confidence in implementing palliative care skills. Time constraints and implementation logistics were rated as the most challenging factors for palliative care initiation in the ED.