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Preparing professionals for family conferences in palliative care: Evaluation results of an interdisciplinary approach.

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Preparing professionals for family conferences in palliative care: Evaluation results of an interdisciplinary approach. / Fineberg, Iris Cohen.

In: Journal of Palliative Medicine, Vol. 8, No. 4, 01.08.2005, p. 857-866.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

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Fineberg IC. Preparing professionals for family conferences in palliative care: Evaluation results of an interdisciplinary approach. Journal of Palliative Medicine. 2005 Aug 1;8(4):857-866. doi: 10.1089/jpm.2005.8.857

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Bibtex

@article{e5f690f17b444b93a5568efa3e76e958,
title = "Preparing professionals for family conferences in palliative care: Evaluation results of an interdisciplinary approach.",
abstract = "Background: Patients, families, and health care professionals recognize the need for better communication in palliative and end-of-life care. Family conferences are a powerful clinical tool for communicating with patients and family members. Although family conferences are often used in medical care, few clinicians are prepared to conduct them effectively. An innovative palliative care educational model that included specific attention to family conferences was developed and evaluated. To intervene early in the process of professional socialization, the interactive and interdisciplinary training included medical and social work students. Method: A quasi-experimental longitudinal design was employed to evaluate the educational intervention. Survey measures were administered before, immediately after, and three months after training. Questions addressed experience, education, and attitudes about family conferences. A standardized scale was used to measure change in students' confidence in their ability to lead family conferences. Results: For both professions, the intervention group demonstrated a significant increase in confidence in the ability to lead family conferences compared with the control group. Threemonth follow-up data suggested that subjects in the intervention group maintained these gains. Conclusion: This pilot intervention showed that an interdisciplinary educational approach improves confidence in the ability to lead family conferences when students are exposed early in the process of professional socialization. Early intervention increases the propensity and skills needed to conduct family conferences and advances communication in palliative care. Future research on interdisciplinary education should evaluate effects on clinical practice behaviors, satisfaction with communication and collaboration, and patients' and families' perceptions of quality of care.",
author = "Fineberg, {Iris Cohen}",
year = "2005",
month = aug,
day = "1",
doi = "10.1089/jpm.2005.8.857",
language = "English",
volume = "8",
pages = "857--866",
journal = "Journal of Palliative Medicine",
issn = "1096-6218",
publisher = "Mary Ann Liebert Inc.",
number = "4",

}

RIS

TY - JOUR

T1 - Preparing professionals for family conferences in palliative care: Evaluation results of an interdisciplinary approach.

AU - Fineberg, Iris Cohen

PY - 2005/8/1

Y1 - 2005/8/1

N2 - Background: Patients, families, and health care professionals recognize the need for better communication in palliative and end-of-life care. Family conferences are a powerful clinical tool for communicating with patients and family members. Although family conferences are often used in medical care, few clinicians are prepared to conduct them effectively. An innovative palliative care educational model that included specific attention to family conferences was developed and evaluated. To intervene early in the process of professional socialization, the interactive and interdisciplinary training included medical and social work students. Method: A quasi-experimental longitudinal design was employed to evaluate the educational intervention. Survey measures were administered before, immediately after, and three months after training. Questions addressed experience, education, and attitudes about family conferences. A standardized scale was used to measure change in students' confidence in their ability to lead family conferences. Results: For both professions, the intervention group demonstrated a significant increase in confidence in the ability to lead family conferences compared with the control group. Threemonth follow-up data suggested that subjects in the intervention group maintained these gains. Conclusion: This pilot intervention showed that an interdisciplinary educational approach improves confidence in the ability to lead family conferences when students are exposed early in the process of professional socialization. Early intervention increases the propensity and skills needed to conduct family conferences and advances communication in palliative care. Future research on interdisciplinary education should evaluate effects on clinical practice behaviors, satisfaction with communication and collaboration, and patients' and families' perceptions of quality of care.

AB - Background: Patients, families, and health care professionals recognize the need for better communication in palliative and end-of-life care. Family conferences are a powerful clinical tool for communicating with patients and family members. Although family conferences are often used in medical care, few clinicians are prepared to conduct them effectively. An innovative palliative care educational model that included specific attention to family conferences was developed and evaluated. To intervene early in the process of professional socialization, the interactive and interdisciplinary training included medical and social work students. Method: A quasi-experimental longitudinal design was employed to evaluate the educational intervention. Survey measures were administered before, immediately after, and three months after training. Questions addressed experience, education, and attitudes about family conferences. A standardized scale was used to measure change in students' confidence in their ability to lead family conferences. Results: For both professions, the intervention group demonstrated a significant increase in confidence in the ability to lead family conferences compared with the control group. Threemonth follow-up data suggested that subjects in the intervention group maintained these gains. Conclusion: This pilot intervention showed that an interdisciplinary educational approach improves confidence in the ability to lead family conferences when students are exposed early in the process of professional socialization. Early intervention increases the propensity and skills needed to conduct family conferences and advances communication in palliative care. Future research on interdisciplinary education should evaluate effects on clinical practice behaviors, satisfaction with communication and collaboration, and patients' and families' perceptions of quality of care.

U2 - 10.1089/jpm.2005.8.857

DO - 10.1089/jpm.2005.8.857

M3 - Journal article

VL - 8

SP - 857

EP - 866

JO - Journal of Palliative Medicine

JF - Journal of Palliative Medicine

SN - 1096-6218

IS - 4

ER -