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A Collaborative educational intervention to improve pre-clinical medical student confidence with Advance Care Planning (ACP).

Background: Advance care planning (ACP) is an essential skill for clinicians, yet trainees feel inadequately prepared to conduct ACP discussions. Optimal teaching methods and timing are unknown. Aim: We designed a curricular intervention to expose second-year medical students to the process of ACP,...

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Published in:Gerontology & Geriatrics Education Vol. 42; no. 1; pp. 71 - 82
Main Authors: Bp, Verdoorn, Mt, Wingo, Ee, Tung
Format: questionnaire/scale research tables/charts Journal Article
Published: Taylor & Francis Ltd Jan-Mar2021
Online Access:View this record in EBSCOhost
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      jtl: Gerontology & Geriatrics Education
      issn: 02701960
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      dt: Jan-Mar2021
      vid: 42
      iid: 1
      pid: 377
      pub: Taylor & Francis Ltd
      place: Philadelphia, Pennsylvania
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        149920728
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        10.1080/02701960.2019.1611570
        149920728
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        atl: A Collaborative educational intervention to improve pre-clinical medical student confidence with Advance Care Planning (ACP).
      aug:
        au:
          Bp, Verdoorn
          Mt, Wingo
          Ee, Tung
        affil: Division of Community Internal Medicine, Mayo Clinic College of Medicine and Science, Rochester, MN, USA
      sug:
        subj:
          Advance Care Planning
          Collaboration
          Confidence
          Students, Medical
          Human
          Aged
          Seminars and Workshops
          Teaching Methods
          Aged: 65+ years
      ab: Background: Advance care planning (ACP) is an essential skill for clinicians, yet trainees feel inadequately prepared to conduct ACP discussions. Optimal teaching methods and timing are unknown. Aim: We designed a curricular intervention to expose second-year medical students to the process of ACP, aiming to improve their ACP knowledge and confidence. Design: The intervention consisted of a case-based workshop facilitated by a physician experienced in ACP ("facilitated ACP workshop"), which was added to an existing multifaceted ACP curriculum (longitudinal senior mentor program including multiple visits with a volunteer older adult, completion of an electronic ACP learning module and reflective writing exercise). The control group received the existing ACP curriculum only, while the intervention group received the existing curriculum plus the facilitated ACP workshop. Both groups completed an ACP knowledge assessment and confidence survey at the conclusion of the curriculum. Setting/Participants: Two consecutive classes of second year medical students, single academic hospital. Results: No statistically significant differences in ACP knowledge or confidence were seen post-intervention. Overall confidence with ACP tasks remained relatively low despite a multifaceted ACP curriculum. Conclusions: Future studies should investigate longitudinal, experiential ACP learning, and seek to optimize ACP teaching strategies and timing.
      pubtype: Academic Journal
      doctype:
        questionnaire/scale
        research
        tables/charts
        Journal Article
      ougenre: Unknown
    language: English
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