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Do learners implement what they learn? Commitment-to-change following an interprofessional palliative care course.

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Learners successfully implemented 72.5% of palliative care practice changes after a course. Key areas included early palliative care initiation, symptom management, and collaboration, benefiting patients and colleagues despite time and system barriers.

Keywords:
Palliative carecommitment to changecontinuing educationevaluationinterdisciplinary studiesinterprofessional

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Area of Science:

  • Palliative Care Education
  • Healthcare Professional Development
  • Implementation Science

Background:

  • Palliative care education requires strategies to ensure learners apply new knowledge in practice.
  • Commitment-to-change involves learners making and reflecting on practice changes post-course.

Purpose of the Study:

  • To evaluate the implementation of palliative care learning into practice using commitment-to-change reflections.
  • To explore how learners applied palliative care course content.

Main Methods:

  • Secondary analysis of online commitment statements and 4-month reflections.
  • Data from participants of Pallium Canada's Learning Essential Approaches to Palliative Care (LEAP) Core courses (April 2015-March 2017).

Main Results:

  • Over 1000 learners submitted reflections, with 72.5% of commitments implemented.
  • Commonly implemented changes involved early palliative care, pain/symptom management, clinical tools, advance care planning, and collaboration.
  • Impacts were observed in patient care, services, and interprofessional relationships.

Conclusions:

  • The commitment-to-change method effectively reinforces palliative care learning and application.
  • Implementation of palliative care practices yields benefits for patients, families, and healthcare teams.
  • Barriers such as time constraints and system support need to be addressed for improved implementation.