In-Person and Virtual Adaptation of an Interprofessional Palliative Care Communications Skills Training Course for Pediatric Oncology Clinicians

Authors

Karen Moody, The University of Texas MD Anderson Cancer CenterFollow
Clark R. Andersen, The University of Texas MD Anderson Cancer CenterFollow
Robert M. Arnold, University of Pittsburgh School of MedicineFollow
Julie Bradley, Children's Hospital ColoradoFollow
Allie Carter, Indiana University School of MedicineFollow
Lauren Draper, SSM Health Cardinal Glennon Children’s Hospital and Saint Louis UniversityFollow
Timothy Garrington, University of Colorado School of MedicineFollow
Jonathan B. Gill, The University of Texas MD Anderson Cancer CenterFollow
Douglas J. Harrison, The University of Texas MD Anderson Cancer CenterFollow
Masanori Hayashi, University of Colorado School of MedicineFollow
Amy Heaton, The University of Texas MD Anderson Cancer CenterFollow
Cynthia Holladay, Indiana University School of MedicineFollow
Alex Lion, Indiana University School of MedicineFollow
Alakh Rajan, The University of Texas MD Anderson Cancer CenterFollow
Beatriz N. Rozo, The University of Texas MD Anderson Cancer CenterFollow
Daniel V. Runco, Indiana University School of MedicineFollow
Shermini Saini, SSM Health Cardinal Glennon Children’s Hospital and Saint Louis UniversityFollow
Laura K. Salvador, The University of Texas MD Anderson Cancer CenterFollow
Kathryn Sutton, Children's Healthcare of Atlanta, Emory UniversityFollow
Verna Ferguson, Saint Louis University Trudy Busch Valentine School of NursingFollow

Abstract

Introduction

Empathic communication is crucial for clinicians when discussing palliative and end-of-life (PC/EOL) care with parents of children with cancer. Unfortunately, many parents report inadequate communication at these distressing times. This study evaluates the communication skills training (CST) clinicians received to deliver a PC/EOL communication intervention as part of a multi-site randomized-controlled trial (RCT). Training was provided using an in-person format and then adapted to a virtual platform to accommodate remote learners.

Methods

Clinicians were trained in dyads (one physician and one nurse [RN] or advanced practice provider [APP]) over 3 days (in-person or virtually). Four pediatric oncology cases were developed and each incorporated three timepoints: diagnosis, disease progression, and end-of life. Training was adapted from VitalTalk^TM and included didactic instruction, videos, visual aids, and role play. Participants completed a confidential, post-training survey. A self-reported quality assurance checklist measured fidelity to the intervention during the RCT.

Results

Thirty clinicians completed training; 26 completed post-training surveys including 46.1% physicians, 30.8% RNs and 23.1% APPs. Most were female (65.4%); white (80.8%), and 40-50 years old (53.9%). Nine (34.6%) trained in-person; the rest trained virtually. Ninety-two percent reported the course was valuable/very valuable for developing PC/EOL communication skills and 96% learned something new. Dyads trained virtually had similar fidelity to those trained in-person (95% and 90% respectively) when delivering the intervention to parents.

Discussion

This PC/EOL CST, implemented in-person and virtually, was valuable for improving pediatric oncology clinicians’ communication skills and was translated effectively into practice.

DOI

https://doi.org/10.52519/ACEQI.25.1.1.a2

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Recommended Citation

Moody K, Andersen CR, Arnold RM, Bradley J, Carter A, Draper L, Garrington T, Gill JB, Harrison DJ, Hayashi M, Heaton A, Holladay C, Lion A, Rajan A, Rozo BN, Runco DV, Saini S, Salvador LK, Sutton K, Ferguson V. In-Person and Virtual Adaptation of an Interprofessional Palliative Care Communications Skills Training Course for Pediatric Oncology Clinicians. Advances in Cancer Education and Quality Improvement. 2025; 1(1). doi: https://doi.org/10.52519/ACEQI.25.1.1.a2.