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The EPEC-O Project Education in Palliative and End-of-life Care - Oncology

TM. The EPEC-O Project Education in Palliative and End-of-life Care - Oncology. The EPEC TM -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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The EPEC-O Project Education in Palliative and End-of-life Care - Oncology

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  1. TM The EPEC-O Project Education in Palliative and End-of-life Care - Oncology The EPECTM-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 The way 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. Positive learning experience

  7. Negative learning experience

  8. Old: Teacher decides No questions Learner is “empty” vessel; teacher is “full” vessel New: Teacher and learner(s) negotiate Discuss and debate Both vessels have room! “Old” versus “new” models

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

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

  11. Positive factors influencing learning • Learner is motivated • Teacher is a role model • Learner has some experience • Learner wants (needs) to know • Practical

  12. Negative factors influencing learning • Forced to show up • “Educated” before • Preoccupied or distracted • Personal barriers (attitudes) to content

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

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

  15. Personal style • Movement • Tone & volume • Speed • Direction • Minimize distractions

  16. 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

  17. Know-it-all Naysayer Monopolizer Chatterbox Reluctant learner Preacher Unresponsive participant “Challenging” participants

  18. Summary The way information is taught is important to retention and implementation.

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