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Education in Palliative and End-of-life Care - Oncology

The. EPEC-O. TM. Education in Palliative and End-of-life Care - Oncology. Project. The EPEC-O Curriculum is produced by the EPEC TM Project with major funding provided by NCI, with supplemental funding provided by the Lance Armstrong Foundation.

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Education in Palliative and End-of-life Care - Oncology

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  1. The EPEC-O TM Education in Palliative and End-of-life Care - Oncology Project The EPEC-O Curriculum is produced by the EPECTM Project with major funding provided by NCI, with supplemental funding provided by the Lance Armstrong Foundation.

  2. EPEC - OncologyEducation in Palliative and End-of-life Care - Oncology Teach 1: Teaching Skills I

  3. Overall message How information is taught is important to retention and implementation

  4. Objectives • Describe the goals of education • Explain how adults learn best • Use personal style and presentation skills to make teaching more effective • Cope with ‘challenging’ participants

  5. Components of education . . . • Attitudes • Knowledge • Skills • Behavior • Patient / Family Outcomes • Societal Experience Dixon J. Evaluation and the Health Professions, 1978.

  6. . . . Components of education • Attitudes • Knowledge • Skills • Behavior • Patient / Family outcomes • Societal experience

  7. Positive learning experience

  8. Negative learning experience

  9. Teacher decides No questions Learner is ‘empty vessel; teacher is ‘full’ vessel Teacher and learner(s) negotiate Discuss and debate Both vessels have room! ‘Old’ versus ‘new’ models

  10. Passive learning • Information transfer • Reflection • Evaluation • Assessment • Analysis

  11. Active learning • Discussed • Debated • Processed • Linked to relevant activities

  12. Positive factors influencing learning • Motivation of learner • Teacher is a role model • Learner has some experience • Learned wants (needs) to know • Practical

  13. Negative factors influencing learning • Forced to show up • ‘Educated’ before • Preoccupation or distraction • Personal barriers (attitudes) to the content

  14. Principles of physician learning • Practical • Participation • Multiple demands Hank Slotnick, PhD, North Dakota.

  15. Active teaching methods • Interactive lecture • Case studies • Role play • Facilitated discussions • Use of videos • Other visual aides • Participation

  16. Personal style • Movement • Tone & volume • Speed • Direction • Minimize what might be a distraction

  17. Know your material Rehearse Prepare the room Prepare and test AV equipment Be prepared to answer questions Use humor appropriately Be prepared for challengingparticipants Teaching skills

  18. Know-it-all Naysayer Monopolizer Chatterbox Reluctant learner Preacher Unresponsive participant ‘Challenging’ participants

  19. Summary How information is taught is important to retention and implementation

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