Vol. 43 No. 2 February 2012 399Schedule With Abstracts

(p < .001). Finally, when asked if palliative careimproved quality of life, scores increased from7.3 to 9.2 (p < .001).

Discussion. The results of pre- and post-viewingquestionnaires support the effectiveness of thisvideo to educate, inform and give viewers a posi-tive perception of palliative care. This video wasshown to a mixed group of medical providersand the general public and all improved theirscores in terms of palliative care knowledgeand acceptability.

Conclusion. This video is best used not in placeof, but after, an initial discussion about palliativecare between patient and physician. Based onthe outcomes of this research, people will bemore willing to accept palliative care after view-ing this video.

Capstone of Palliative Care Curricula:Transition into ResidencyMargaret Sanders, MA LSW, Northeast OhioMedical University, Rootstown, OH.(Sanders has disclosednofinancial relationships)

Objectives1. Describe the application of principles of pal-

liative care to patient encounters.2. Identify the importance of palliative care in

and specific opportunities for integrationinto their specialty choice.

3. Review and assimilate previously learned pal-liative care content.

Background. An integrated curriculum in pallia-tive care was built across all 4 years of a medicaleducation program. As a capstone of this curric-ulum, an innovative 4-hour module was devel-oped to help graduating medical studentsassimilate the palliative care principles as theytransition into their residency programs.

Methods. A unique aspect of the module is thatsenior students are divided into small groupsfor case discussions based on the medical andsurgical specialties they will soon be entering.Multiple cases are designed to highlight practicaland clinically relevant palliative care issues re-lated to Internal Medicine, Family Medicine, Sur-gery, Ob/Gyn, Pediatrics, Radiology, EmergencyMedicine, and a combined group of Pathology,Ophthalmology, and Dermatology. Co-facilitatedby a palliative care specialist and a physician fromthe respective specialty, students discuss twocases that build competence in end-of-life care

and provide a forum to express their fears andconcerns about the care of dying patients. Topicsinclude giving bad news, care of the imminentlydying, hospice care, pain and symptom control,self-determination in healthcare decision-mak-ing, and decisional capacity.

Results. 2011 Student feedback based on a scaleof 1 (strongly disagree) to 5 (strongly agree).The small group case discussions were effectivein applying the principles of palliative care to pa-tient encounters (Mean 4.60, SD 0.54); This ses-sion built upon prior palliative care content inthe curriculum (Mean 4.55, SD 0.56); I wasable to assimilate previously learned palliativecare content into the case discussions(Mean4.60, SD 0.54); The session helped prepare mefor my residency (Mean 4.50, SD 0.67); Overallthis session was a valuable learning experience(Mean 4.48, SD 0.67).

Discussion. This module could be replicated asameaningful curricular piece at other institutions.

Conclusion. Just prior to graduation is an idealtime to reinforce palliative care principles andbuild skills to transition students from under-graduate to graduate medical education. Stu-dents are especially receptive to participatingin discussions that are co-led by a specialistfrom their chosen field. This team-based ap-proach reinforces the need and value of collab-oration between palliative care professionalsand medical and surgical specialists.

Pediatric Palliative Care Pocket-SizedReference for Pediatric TraineesErica Kaye, MD BA, Boston Combined Resi-dency Program, Children’s Hospital Boston,Harvard Medical School, Boston, MA.(Kaye has disclosed no relevant financialrelationships)

Objectives1. Recognize the existing level of knowledge

and comfort level of pediatric trainees re-garding PPC.

2. Identify areas of PPC education lacking incurrent training curricula.

3. Create and distribute a portable, pocket-sized, high-yield PPC resource for the useof pediatric trainees.

Background. Pediatric trainees, including resi-dents and medical students, frequently partici-pate in the management of children withserious or life-threatening illness, yet they often