ArticlePalliative medicine reports2021
Navigating Design Options for Large-Scale Interprofessional Continuing Palliative Care Education: Pallium Canada's Experience.
Article in Palliative medicine reports, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers.
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.
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.
Who cites it
13 citing papers in PubMed.
- A Comparative Study among Medical Students Performing In-person Versus Virtual Workshop in Last Hours of Life Care.Medical science educator · 2026Article
- The Impact of Educational Interventions on Nursing Students' Attitudes Towards End-of-Life Care: A Cross-Sectional Study.Nursing open · 2026Observational
- Exploring home care nurses' perceived competence and self-efficacy in palliative care delivery: A cross-sectional study.Palliative & supportive care · 2026Article
- How should we evaluate the impact and implementation of palliative care education programs? The Pallium Canada experience.Palliative care and social practice · 2026Article
- Integration of palliative care into South Africa's health system: A before and after implementation study.Health SA = SA Gesondheid · 2026Article
- Spread, participant experience, and implementation of Pallium Canada's Palliative Care ECHO project: a mixed methods study.BMC palliative care · 2025Article
- Designing and Developing Interprofessional Learning Experiences in Palliative Care: A Collaborative Workshop Approach.Palliative medicine reports · 2025Article
- "We Can All Learn Together so We're All on the Same Page": Impact of a Learning Essential Approaches to Palliative Care Hospital Course on Hospitalists' Practice.Palliative medicine reports · 2025Article
- 'Confidence and fulfillment': a qualitative descriptive study exploring the impact of palliative care training for long-term care physicians and nurses.Palliative care and social practice · 2024Article
- Building Palliative Care Capacity for Generalist Providers in the Community: Results From the Capaciti Pilot Education Program.The American journal of hospice & palliative care · 2023Article
- Increasing palliative care capacity in primary care: study protocol of a cluster randomized controlled trial of the CAPACITI training program.BMC palliative care · 2023Article
- Do learners implement what they learn? Commitment-to-change following an interprofessional palliative care course.Palliative medicine · 2022Article
- Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
To be effective, palliative care education interventions need to be informed, among others, by evidence and best practices related to curriculum development and design. Designing palliative care continuing professional development (CPD) courses for large-scale, national deployment requires decisions about various design elements, including competencies and learning objectives to be addressed, overall learning approaches, content, and courseware material. Designing for interprofessional education (IPE) adds additional design complexity. Several design elements present themselves in the form of polarities, resulting in educators having to make choices or compromises between the various options. This article describes the learning design decisions that underpin Pallium Canada's interprofessional Learning Essential Approaches to Palliative Care (LEAP) courses. Social constructivism provides a foundational starting point for LEAP course design, as it lends itself well to both CPD and IPE. We then explore design polarities that apply to the LEAP courseware development. These include, among others, which professions to target and how to best support interprofessional learning, class sizes, course length and content volume, courseware flexibility, regional adaptations, facilitator criteria, and learning methods. In some cases, compromises have had to be made between optimal perfect design and pragmatism.
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Registered trials
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.