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AMSA 2003 EOL PROJECTS IN A BOX

AMSA 2003 EOL PROJECTS IN A BOX. Erin from U of Oklahoma. Two 1-hour long luncheon sessions thru her AMSA chapter – Advanced directives/legal issues, and “To Live Until I Die” viewing/discussion Reading group reading passages from Crossing Over: Narratives in Palliative Care.

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AMSA 2003 EOL PROJECTS IN A BOX

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  1. AMSA 2003 EOL PROJECTS IN A BOX

  2. Erin from U of Oklahoma Two 1-hour long luncheon sessions thru her AMSA chapter – Advanced directives/legal issues, and “To Live Until I Die” viewing/discussion Reading group reading passages from Crossing Over: Narratives in Palliative Care. Develop interest to create “Death and Dying” interest group to foster other activities. - Both sessions had 75 people, and she was able to work on a lecture for M1s on death and dying, and an EOL week with her AMSA chapter

  3. Melanie from Wake Forest • Suggested to improve current program: • Lecture/lunch series for MS 1/2 – view “To Live Until I Die”, cultural sensitivity, grief and bereavement, spirituality, family counseling/communication • Adding EOL lectures to MS3 courses • Suggest to students to become volunteers at a local hospice • Partner with AMSA to bring “Death and Dying” interest group there - She did do the video viewing with 40 students, and got 7 students to become volunteers with her

  4. Mabel from Med College of VA Mabel created a second semester elective for M1 on Death and Dying, 6 weeks with 6 modules covering picturing you own death, intro to hospice/PC, symptom management, spirituality, grief, culture, psychosocial concerns, advanced directives, and ethical concerns. 15 students participated in this program its first year. And the entire syllabus is on a website.

  5. Elizabeth from U of Conn • Elizabeth created a Problem Based Learning Module that she hopes to implement into M1 principles of internal medicine course. She is also working with her Palliative Care Task Force to improve M3 and M4 courses - She is working with the Palliative Care Task Force at her school to implement this

  6. Heather from Chgo College of Osteopathic Medicine • Prepare a lecture for ICM – 2hr 40min – on End-of-Life care – picturing own death, final hours, legalities, hospice, relation to osteopathy, PBL session • Death and Dying Special Interest Group – 4 lunch sessions – “Holding hands with the dying – a MS perspective,” pain management, spirituality, “To Live Until I Die” review; working with the Geriatrics Club • Movie night – view “Wit” with food • Personally act a liaison between M1/2 and M3/4 - Heather started with a lunch attended by 100 students to intro EOL care and started the Death and Dying IG

  7. Angie from Wayne State • Begin a Death and Dying Interest Group under their AMSA chapter: • Lunchtime lectures – Topics including hospice, communicating bad news, legal/ethical issues, pain management, cultural issues • Movie viewing – “To Live Until I Die” “Wit” • Hands-on hospice – shadows docs or volunteer for Hospice of Michigan - Angie organized a Saturday seminar attended by 120 students on Intro to hospice and palliative care and recruited 11 volunteers for a local hospice

  8. Ashley from UT Southwestern • Movie nights – view and discuss movies like “Wit,” “To Live Until I Die,” “Patch Adams,” “Tuesday with Morrie,” “A Walk to Remember,” “My Girl” • Work with present interest groups like Medical Humanities or Literature and Medicine interest groups – topics like “Wit,” “The Death of Ivan Ilych,” “A Whole New Life,” “Metamorphosis,” “Cancer Ward,” “The Things They Carried,” “Tell Me a Riddle,” “Wounded Healer,” “Kitchen Table Wisdom”

  9. Ashley (cont) • A Day with a Doctor – student driven day shadowing a hospice doc which she would search for • A Lunch Lecture Series Week – each day sponsored by a different interest group discussing various end-of-life topics. - Ashley worked on doing this lunch series in the Spring

  10. Donna from SUNY Stoney Brook • Create a Death and Dying Interest Group for M1/2 with sessions on picturing your own death, hospice/palliative care, “Wit” viewing, advanced care planning - Donna has been able to organize 2 speakers during the Geriatrics Interest Group weeklong presentation on EOL topics

  11. Richard from Harvard • Help develop an EOL care mentorship program” • Targeting M1/2, working with local hospices and large palliative care hospital teams – partnering with the many physicians interested in palliative care and the inter-disciplinary team. Doing home visits, PC rounds, IDT meetings, small group discussions • But elective and available only for a few. - Richard is working with his mentor and palliative care faculty on achieving this project

  12. Jim from U of Nevada • Initiate a Death and Dying Interest Group under AMSA chapter for M1s • Add a PBL case on end of life issues • View “To Live Until I Die” with discussion after and a writing exercise connected with “Writing as a Therapeutic Intervention” course • Add a lecture in physiology course on the physiology of dying • During M2 course on Intro to Patient Care a lecture on communication of bad news and communication with the dying • During M2 pharm course, adding lecture on pharmacology at the end of life • An EOL luncheon series on hospice, self-reflection, “Wit,” ethical/legal issues, advanced directives, spiritual history - Jim got Dept of Geriatrics, Nevada Center on Ethics, a local hospice, and several VA docs together with the Office of Med Educ to support some of these curriculum changes

  13. Munish from NJ med school Modules to be used M3/4 during their teaching clinic for the M1/2 they are supervising • Create a module on the Dying Patient including: • Small group discussion on picturing own death • Facilitator lead reflection on a literary work on death and dying • Session on filling out own advanced directives • Create a PBL module on communicating bad news • Module on viewing various parts of Moyer’s “On Our Own Terms” with discussion • An informal question and answer session on hospice and palliative care - Featured in school magazine and hoping to get it started for M1 case based learning program

  14. 2004 Projects in the boxes Nick from CCOM • 1 hr didactic workshops on EOL topics • Clinical elective in hospice to fulfill requirements for Practice in Medicine course • Research elective in palliative care • Nick worked with his dean and Dept of Behavioral Medicine

  15. Cory at George Washington • Lunchtime lecture series – view “To Live until I Die” and/or “Wit” with speakers • Tuesday with Morey project matching students with hospice patients • Week long sub-rotation at a hospice

  16. Daniel at NYCOM • On-line forum with journal articles and websites on EOL topics • Movie viewing of “To Live Until I Die” - Recently Dan tried to get the Picturing Death Project done there

  17. Emily at U of New Mexico • She worked with a Subcommittee on Palliative Medicine there to create new lectures, pair students with hospice patients, writing sessions on picturing death, revitalize the death and dying interest group, and increased awareness of a M4 elective in hospice

  18. Hena at Rush • Lunch lecture – movie viewing “To Live Until I Die”, try to get a terminally ill patient in to talk on their own perspective, and ethics and law topics in EOL • Try to work with Behavioral Science class on EOL topics and try to create an M4 hospice rotation

  19. Matt at Michigan • Curriculum – add an EOL case to their longitudinal case patient discussions and try to add a pain lecture • Extracurricular – EOL week with a different topic for lunch each day

  20. Paula from U of Maryland • Add to MS1 curriculum topics on EOL including breaking bad news, a PBL, symptom management • Lunch lecture on topics like religious/cultural beliefs of the dying, ethics on EOL care • Try to pair students with hospice patients for clinical activities

  21. Rebecca from Texas Tech • Lunch sessions viewing movies • Shadowing a hospice doc • Curricular additions of EOL topics in M1, and try to make it mandatory for M3/4 to have at least 1 day in a hospice • Pre-med EOL lectures in Humanities

  22. 2004 success • 8 of the 12 students were able to coordinate with local hospices within 6 mos. • 2 started death and dying interest groups • 9 made presentations, most lunch lectures, 2 got an EOL week • 7 were involved with curricular changes including electives, time with hospices, and formal EOL lectures

  23. PROJECT SUGGESTIONS • What goals do you want to achieve? • What is already being done at your school for EOL education? • What topics do you want to cover/do you think are missing? • Can you build on existing EOL activities at your school? • Can you work with professors on curricular changes? • What kind of extra-curricular activities can work at your school? Is this feasible (especially given your budget)? • How can you evaluate your program?

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