Palliative Care Education and Practice (PCEP)
As palliative care increasingly becomes an essential component of routine medical care, there is an accompanying workforce shortage of appropriately trained clinicians. The American Academy of Hospice and Palliative Medicine has concluded that "students graduating medical school today have very little, if any, training in the core precepts of pain and symptom management, communication skills, and care coordination for patients with serious life-threatening illness." There is a substantial need to train clinicians in areas that are essential to palliative care. PCEP exists to efficiently acquire the skills and perspective necessary to influence this changing health care environment.
Palliative Care Education and Practice (PCEP) offers intensive learning experiences for physician and nurse educators who wish to become expert in the clinical practice and teaching of comprehensive, interdisciplinary palliative care, as well as gain expertise in leading and managing improvements in palliative care education and practice at their own institutions.
"As an academic general pediatrician myself, I highly recommend the Harvard’s PCEP program. I had the opportunity to attend it several years ago, and it was phenomenal and transformative. It is an immersive and intensive experience (2 one-week blocks) with an excellent pediatric track. Not only does it teach palliative care, it teaches you how to teach palliative care."
- Shih-Ning Liaw, MD, FAAP, Class of 2009
The course is delivered in two parts: Part 1 consists of 8 days of intensive learning, followed by a 6-month interim during which participants work on an individual project and contribute to weekly email discussions of problematic, clinical, educational, and program development cases presented by other participants; Part 2 is 7 days of continued experiential learning and training focused on communication, teaching methods, teamwork, and leadership.
Teaching is learner-centered and takes place in a variety of interactive formats including: small groups, large group discussions, demonstration interviews, and panel discussions. Participants have the opportunity to develop action plans for change at their institutions and to practice and receive feedback about their teaching and change strategies. Many opportunities for informal interchange will be available.
You may apply for either the adult track or the pediatric track. Adult and pediatric track participants attend joint sessions except where noted in the schedule. The pediatric track will highlight the unique aspects of pediatric palliative care.
Upon completion of this activity, participants will be able to:
- teach fundamentals of palliative care (evaluation of physical causes of distress, psychosocial and spiritual assessment, ethical and cultural issues, palliative care in geriatric and pediatric populations, depression, and bereavement);
- teach about communication in serious illness (understanding the illness experience, breaking bad news, communicating across cultural barriers, family meetings, and communication about goals of care);
- manage challenges in palliative care education (principles of adult learning, learning styles, new teaching methodologies, and providing feedback to learners);
- develop and promote clinical and educational programs in palliative care (assessing institutional structure and culture, evaluating readiness to change, dealing with resistance, developing and financing palliative care programs, and fundraising strategies); and
- develop strategies to manage pain and other symptoms and sources of suffering.
Who Should Attend?
PCEP is designed for physician and nurse educators who wish to enhance their skills in clinical practice, teaching, and program development in palliative care and who have, or wish to develop, a leadership role at their institution. In addition, educators, hospital administrators, mental health clinicians, pharmacists, and physician assistants are also encouraged to attend.
Please note that mastery of spoken and written English is essential for successful participation in PCEP. Candidates for whom English is a second language may be interviewed to determine fluency.
"Thank you for a truly transformative experience that I (and, clearly, many others) had through PCEP. Those were certainly the best two weeks of education (in the broadest sense of the word) I've ever had, which is saying a lot, given how many years I went to school."
-Robert Macauley, MD, PCEP Class of 2006
We are grateful to the Open Society Foundations' Project on Death in America and Jane Weingarten and the late Dr. Charles Weingarten for their long-term commitment to scholarship funding. Additional scholarship assistance, and support for our "patients-as-teachers" program, is provided by Partners HealthCare, Inc., the Jacqueline S. Alaimo Palliative Care Fund, JoJo's Education Fund, and the Y.C. Ho/Helen and Michael Chiang Foundation. The Good Samaritan, Inc. and The Kenneth B. Schwartz Center supported the development of the pediatric track.