Needs assessment of palliative care education in gynecologic oncology fellowship: We're not teaching what we think is most important

• Published in: Gynecologic oncology Vol. 135; no. 2; pp. 255 - 260
• Main Authors: Lefkowits, Carolyn, Sukumvanich, Paniti, Claxton, Rene, Courtney-Brooks, Madeleine, Kelley, Joseph L, McNeil, Melissa A, Goodman, Annekathryn
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01.11.2014
• Subjects: Communication; Curriculum; Education; Education, Medical, Graduate - methods; Fellowships and Scholarships; Gynecology - education; Hematology, Oncology and Palliative Medicine; Humans; Medical Oncology - education; Needs Assessment; Obstetrics and Gynecology; Palliative care; Palliative Medicine - education; Palliative care; Education; Communication
• ISSN: 0090-8258; 1095-6859
• DOI: 10.1016/j.ygyno.2014.08.016

Abstract Objectives We sought to characterize gynecologic oncology fellowship directors' perspectives on (1) inclusion of palliative care (PC) topics in current fellowship curricula, (2) relative importance of PC topics and (3) interest in new PC curricular materials. Methods An electronic survey was distributed to fellowship directors, assessing current teaching of 16 PC topics meeting ABOG/ASCO objectives, relative importance of PC topics and interest in new PC curricular materials. Descriptive and correlative statistics were used. Results Response rate was 63% (29/46). 100% of programs had coverage of some PC topic in didactics in the past year and 48% (14/29) have either a required or elective PC rotation. Only 14% (4/29) have a written PC curriculum. Rates of explicit teaching of PC topics ranged from 36% (fatigue) to 93% (nausea). Four of the top five most important PC topics for fellowship education were communication topics. There was no correlation between topics most frequently taught and those considered most important ( rs = 0.11, p = 0.69). All fellowship directors would consider using new PC curricular materials. Educational modalities of greatest interest include example teaching cases and PowerPoint slides. Conclusions Gynecologic oncology fellowship directors prioritize communication topics as the most important PC topics for fellows to learn. There is no correlation between which PC topics are currently being taught and which are considered most important. Interest in new PC curricular materials is high, representing an opportunity for curricular development and dissemination. Future efforts should address identification of optimal methods for teaching communication to gynecologic oncology fellows.