Evidence map›Paper›PMID 34434514›Full record

ArticleJournal of graduate medical education2021

Training Residents in Advance Care Planning: A Task-Based Needs Assessment Using the 4-Component Instructional Design.

Thomas Fassier, Amandine Rapp, Jan-Joost Rethans, Mathieu Nendaz, Naïke Bochatay

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Article in Journal of graduate medical education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.

0numbers the graph read from it
0cells of the map it votes in
6citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

6 citing papers in PubMed.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Thomas Fassieris Director, Interprofessional Simulation Center, Geneva, Switzerland, Faculty, Unit for Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Geneva, Switzerland, and Attending Physician, Internal Medicine for the Aged, Department of Rehabilitation and Geriatrics, Geneva University Hospitals, Geneva, Switzerland.
Amandine Rappis Research Assistant, UDREM, Faculty of Medicine, University of Geneva, Geneva, Switzerland.
Jan-Joost Rethansis Professor of Human Simulation, Skillslab, Faculty of Health, Medicine, and Life Sciences, Maastricht University, Maastricht, the Netherlands.
Mathieu Nendazis Director, UDREM, Faculty of Medicine, and Vice Dean, School of Medicine, University of Geneva, Geneva, Switzerland, and Professor, Internal Medicine Department, Geneva University Hospitals, Geneva, Switzerland.
Naïke Bochatayis Postdoctoral Scholar, Department of Pediatrics, University of California, and Research Assistant, UDREM, Faculty of Medicine, University of Geneva, Geneva, Switzerland.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundResidents may learn how to perform advance care planning (ACP) through informal curriculum. Task-based instructional designs and recent international consensus statements for ACP provide opportunities to explicitly train residents, but residents' needs are poorly understood.

objectiveWe assessed residents' training needs in ACP at the Geneva University Hospitals in Geneva, Switzerland.

methodsQualitative data were collected and analyzed iteratively between December 2017 and September 2019. Transcripts were coded using both a deductive content analysis based on the 4-Component Instructional Design (4C/ID) model and an inductive thematic analysis.

resultsOut of 55 individuals contacted by email, 49 (89%) participated in 7 focus groups and 10 individual interviews, including 19 residents, 18 fellows and attending physicians, 4 nurses, 1 psychologist, 1 medical ethics consultant, 3 researchers, and 3 patients. Participants identified 3 tasks expected of residents (preparing, discussing, and documenting ACP) and discussed why training residents in ACP is complex. Participants described knowledge (eg, prognosis), skills (eg, clinical and ethical reasoning), and attitudes (eg, reflexivity) that residents need to become competent in ACP and identified needs for future training. In terms of the 4C/ID, these needs revolved around: (1) learning tasks (eg, workplace practice, simulated scenarios); (2) supportive information (eg, videotaped worked examples, cognitive feedback); (3) procedural information (eg, ACP pocket-sized information sheet, corrective feedback); and (4) part-task practice (eg, rehearsal of communication skills, simulation).

conclusionsThis study provides a comprehensive description of tasks and competencies to train residents in ACP.

Indexed as

Advance Care PlanningInternship and ResidencyCurriculumHealth PersonnelHumansNeeds Assessment

Identifiers

PMID34434514
PMCPMC8370360

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.