Junior medical students' perceptions of an introductory hospice experience.

INTRODUCTION: The importance of palliative care education in the medical school curriculum is becoming more recognized. The purpose of this study was to assess medical students' perceptions of an introductory hospice experience. METHODS: Forty-one second-year medical students took part in an introductory hospice experience in which they were acquainted with a wide range of hospice services provided to patients and families by an interdisciplinary team involved in hospice care. In addition, the students visited patients' homes individually with an experienced hospice nurse or social worker. At the end of their experience, the students were asked to complete a multi-item evaluation questionnaire in order to share their perceptions of the hospice experience and their suggestions for improvement of the course. RESULTS: The students spent an average of four hours on their introductory hospice experience, and they indicated that all of their personal goals for their experience had been met. Suggestions for improvement of the course were to increase the amount of course time allotted and to provide further opportunity to see more patients. Overall, the students rated their experience as "above average" to "excellent." CONCLUSIONS: According to the medical students who participated, the introductory hospice experience was a worthwhile and valuable educational experience. An equal or increased amount of hospice time should be allotted in the education of future junior medical students.

Implementing cancer pain education for medical students.

PURPOSE: The purpose of this study was to develop and pilot a cancer pain education course for medical students, using a structured home hospice visit. DESCRIPTION OF STUDY: A 1-hour home hospice visit was presented to 57 senior medical students. The content and objective criteria for the structured home hospice visit were developed by a multidisciplinary group of experts. During a 1-hour interview, students completed a cancer pain history, performed a focused physical examination, and received feedback and teaching regarding the essentials of cancer pain management from the hospice nurse. All students and hospice patients completed a multi-item evaluation questionnaire with a 5-point Likert scale (1=strongly disagree; 5=strongly agree) regarding the structured home hospice visit. RESULTS: Most students agreed strongly that the home hospice visit was a positive experience (mean +/- SD 4.8 +/- 0.44) that helped them to understand the management of cancer pain (mean 4.7 +/- 0.46) and opioid-related side effects (mean 4.5 +/- 0.57). Most patients enjoyed visiting with the students (mean 4.90 +/- 0.30), agreed that the visit was not tiring (mean 4.81 +/- 0.51), and felt that they benefited from participating (mean 4.76 +/- 0.54). CLINICAL IMPLICATIONS: The authors concluded the following: 1) that medical students benefited from learning about cancer pain assessment and management through the use of a structured home hospice visit; 2) that a structured home hospice visit helped the students to learn the basics of cancer pain management; 3) that patients enjoyed their role as teacher for medical students; and 4) that senior hospice nurses provided excellent instruction for medical students in the management of cancer pain.

Cancer pain education: a structured clinical instruction module for hospice nurses.

The learning experience with the Cancer Pain Structured Clinical Instruction Module (SCIM), a highly structured skills training course for medical students, has been reported favorably. The purpose of this study was to present the Cancer Pain SCIM to registered nurses employed in a hospice setting. The goal of the study was to pilot test a structured cancer pain educational program for hospice nurses and to determine the perceived effectiveness of this course on the participants' cancer pain assessment and management skills. A multidisciplinary Cancer Pain SCIM was presented to 25 hospice nurses to improve their understanding of the management of cancer pain. The development group identified essential aspects of cancer pain management and then developed checklists defining specific station content. During the 2-hour Cancer Pain SCIM, nurses rotated through 8 stations in groups of 3, spending 15 minutes at each station. Eight instructors and 6 standardized patients, 5 of whom were survivors of cancer, participated in the course. All participants (students, instructors, and patients) evaluated the course, using a 5-point Likert scale (1 = strongly disagree; 5 = strongly agree). Nurses provided self-assessments of their perceived competence on important aspects of cancer pain management both before and after the SCIM. The self-assessment items used a 5-point scale ranging from 1 (not competent) to 5 (very competent). Twenty-five hospice nurses, averaging 4.1 years (range 1-30 years) postgraduation, participated in the Cancer Pain SCIM. Overall, nurses agreed that they improved on each of the 8 teaching items (P < 0.001). The average (SD) pretest score of 2.8 (0.72) improved to 3.8 (0.58) on the post-test (P < 0.001). Nurses believed that their mastery of specific clinical skills, taught in all 8 stations, improved as a result of participation in the course. Nurses strongly agreed (mean +/- SD) that it was beneficial to use patients with cancer in the course (4.6 +/- 0.82). Faculty members enjoyed participating in the course (4.9 +/- 0.35) and indicated a willingness to participate in future courses (4.7 +/- 0.49). Significant perceived learning among hospice nurses took place in all aspects of the Cancer Pain SCIM. Participating nurses, instructors, and patients with cancer appreciated the SCIM format. Nurses and faculty considered the participation of actual patients with cancer highly beneficial. The SCIM format has great potential to improve the quality of cancer pain education.

Cancer pain education: the use of a structured clinical instruction module to enhance learning among medical students.

The Structured Clinical Instruction Module (SCIM) is an educational format developed for the teaching of clinical and interpersonal skills. The purpose of this study was to develop and pilot-test a SCIM to enhance medical students' learning and understanding about cancer pain assessment and management. The Cancer Pain SCIM was presented to 34 third-year medical students. Eight instructors and six standardized patients (five cancer patients) participated in the course. All participants evaluated the course using a five-point Likert scale (1 = strongly disagree; 5 = strongly agree). Students self-assessed their clinical skills before and after the course using a five-point scale (1 = not competent; 5 = very competent). Students agreed [mean (S.D.)] very strongly that the SCIM was a valuable educational experience [4.4 (0.56)] and that it was beneficial to use actual cancer patients in the SCIM [4.5 (0.63)]. Students believed their skills in the assessment and management of cancer pain significantly improved after the course. The SCIM is a valuable and novel instructional format to teach essential skills in the assessment and management of cancer pain to medical students.

Cancer pain assessment and management recommendations by hospice nurses. University of Kentucky, Lexington, Kentucky.

Pain is often the most prevalent symptom among cancer patients referred to hospice or palliative care programs. This study was designed to use performance-based testing to evaluate the skills of hospice nurses in assessing the severe pain of a cancer patient and the pain management recommendations they would present to the patient's primary care physician. Twenty-seven hospice nurses (ranging in experience from 1 month to 10 years) were presented with the same standardized patient with cancer pain. In Part A (7 minutes), one of the investigators checked for predetermined behaviors as the nurses performed the clinical pain assessment. In Part B (7 minutes), the nurses answered questions regarding their recommendations for pain management for the patient seen in Part A. In the admission pain assessment, hospice nurses did well in assessing pain intensity (85%), pain location (70%), and pain-relieving factors (59%). However, only 48% of the nurses adequately assessed the pain onset, and only 44% adequately assessed other symptoms the patient might be experiencing. In Part B, 96% of the nurses recommended opioids, 96% recommended the oral route of administration, and 82% recommended regular dosing of the opioids. Fifty-six percent of nurses included a breakthrough medication in their analgesic recommendations. All of the hospice nurses treated the patient's fear of addiction in an appropriate manner, and 93% of the nurses recommended increasing the patient's opioid dosage to treat the persisting pain problem. There were no significant differences among nurses with regard to length of time as a hospice nurse or hospice certification on any of the items in either Part A or Part B. Most practicing hospice nurses were judged to be competent in the assessment and management of the severe pain of the standardized cancer patient, although some deficits were noted. Regular oral opioids were the analgesics of choice. Co-analgesics were rarely recommended.