Newborn Care Curriculum: Palliative Care for the Newborn

Abstract

IntroductionBecause pediatric hospitalists have increasing responsibilities in newborn hospitalization, training in perinatal palliative care is beneficial. A 2015 needs assessment revealed 68% of surveyed pediatric hospitalists were interested in more education on this topic. Thus, this learning module was designed to provide a concise, easy-to-use introduction to palliative care for the newborn.MethodsThis module was developed as part of the computer-based Newborn Care Curriculum to fill a gap in educational resources on perinatal palliative care. The primary tool in this learning module is a PowerPoint slide show with a script in the notes section. Using the presenter mode to view the PowerPoint slide show allows the learner to simultaneously view the slides and read the script for instruction. This module was tested by members of the pediatric hospitalist division at Children's National Health System in Washington, DC. Participants completed a pretest, posttest, and module evaluation. While tested as a self-study tool, the module may also be used in a small-group teaching setting.ResultsThe module was well received during the trial. The average posttest score was 96%, compared to pretest scores of 90%. Learners' comments were overwhelmingly positive, and constructive feedback has been addressed.DiscussionThis module provides pediatric hospitalists and others who care for newborns with a well-received introduction to perinatal palliative care. The computer-based format of the module adds to its uniqueness and utility.

End-of-Life Care: A Multimodal and Comprehensive Curriculum for Graduating Medical Students Utilizing Experiential Learning Opportunities

“… 10 , 11 Other curricula only utilize a single educational modality such as lecture, small-group discussions, computer-based modules, standardized patients (SPs), or simulation-based learning (SBL). 10 , 12 – 15 Lastly, other curricula are specific to singular clinical situations or patient populations making them hard to generalize to other clinical environments. 12 , 16 , 17 …”

“… 10 , 12 – 15 Lastly, other curricula are specific to singular clinical situations or patient populations making them hard to generalize to other clinical environments. 12 , 16 , 17 …”