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Related Experiment Videos

Navigating Design Options for Large-Scale Interprofessional Continuing Palliative Care Education: Pallium Canada's

José Pereira1,2,3, Gordon Giddings1,4, Robert Sauls1,5

  • 1Pallium Canada, Ottawa, Ontario, Canada.

Palliative Medicine Reports
|December 20, 2021
PubMed
Summary

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Effective palliative care education requires careful curriculum design. This article details the learning design choices for interprofessional Learning Essential Approaches to Palliative Care (LEAP) courses, balancing ideal approaches with practical needs.

Area of Science:

  • Medical Education
  • Curriculum Development
  • Interprofessional Education

Background:

  • Palliative care education interventions must be evidence-based and incorporate best practices.
  • Designing continuing professional development (CPD) courses for national deployment involves complex decisions on learning objectives, approaches, and content.
  • Integrating interprofessional education (IPE) further complicates the design process.

Purpose of the Study:

  • To describe the learning design decisions for Pallium Canada's interprofessional Learning Essential Approaches to Palliative Care (LEAP) courses.
  • To explore the design polarities and compromises inherent in developing palliative care CPD and IPE.

Main Methods:

  • The study is based on the practical application of social constructivism as a foundational learning theory.
Keywords:
continuing professional developmenteducationinstructional designinterprofessionalpalliative care

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  • It details the specific design choices made for the LEAP courses, addressing various polarities.
  • These polarities include target professions, interprofessional learning support, class size, course duration, content volume, flexibility, regional adaptation, facilitator qualifications, and learning methods.

    • Main Results:

    • Social constructivism serves as a suitable framework for both CPD and IPE in palliative care.
    • Numerous design decisions were made, involving compromises between ideal pedagogical principles and pragmatic implementation for large-scale deployment.
    • Key considerations involved balancing diverse professional needs and ensuring effective interprofessional collaboration.

    Conclusions:

    • The design of palliative care education, particularly for interprofessional learning, involves navigating complex choices and compromises.
    • The LEAP course design demonstrates a pragmatic approach to implementing evidence-based palliative care education nationally.
    • Successful large-scale palliative care CPD and IPE require adaptability and a willingness to reconcile theoretical ideals with practical constraints.