Mandatory Class Research Articles

Entrepreneurial education in a pandemic era: Timeframes, demographics, and the nexus between teaching and experiential learning

Purpose: This study examines the transformative effects of the COVID-19 pandemic on entrepreneurial education during and after the pandemic. Methodology: Using action research-based case study with a mixed data collection method, that spans pre-, during, and post-COVID-19. Data collection involved class discussions in a final mandatory class, surveys sent after the end of the class, and official course evaluations. Findings: The pandemic-induced changes highlighted that extended instructional timeframes do not necessarily yield better entrepreneurial outcomes. A condensed, immersive approach fostered innovation and improved entrepreneurial mindsets. The hybrid teaching model introduced by the pandemic enriched class demographics, offering a broader spectrum of perspectives and enhancing discussions. Implications: The shift to digital and hybrid teaching models brought diverse student profiles, which, when appropriately harnessed, can enrich classroom discussions and peer learning. Future research should delve deeper into the motivations of distinct student groups and the long-term effects of current teaching strategies on entrepreneurial endeavors.

The effects of public service motivation on criminal justice students’ perceptions of vocational fit

ABSTRACT This study investigates the relationships between public service motivation and self-reported perceptions of vocational fit among one cohort of upper-level criminal justice students at a Midwestern university, while controlling for race, gender, age, and political orientation. The data come from a survey administered in the spring of 2021 to criminal justice students in a mandatory class taken between their junior and senior year of their bachelor’s degree program. The findings indicated that increased public service motivations were significantly associated with better perceptions of pre-career vocational fit. Additionally, more conservative political orientations were associated with increased perceptions of fit to criminal justice roles. The study adds to a small but growing body of research applying public service motivation and person-environment fit theory to criminal justice occupations and emphasizes the importance placed on sustaining the value of public service as a possible method of recruiting and maintaining the criminal justice workforce.

Decreasing Stigma Toward People Who Inject Drugs: Harm Reduction Training for First-Year Medical Students.

Stigma in health care toward people who inject drugs (PWID) is a well-described, significant barrier to quality care, resulting in poor health outcomes. Harm reduction offers a person-centered counter-framework for minimizing harm for people who use drugs. Despite the evidence in support of harm reduction, medical students typically receive minimal training on harm reduction and the care of PWID. To fill this gap, medical students at the University of California, Los Angeles organized around the principles of harm reduction to improve the medical school curriculum related to PWID. Students screened lectures for stigmatizing language and collaborated with faculty to improve lecture materials. They partnered with a community organizer and hosted a mandatory 1-hour lecture and 30-minute discussion introducing the principles of harm reduction within an overdose prevention, recognition, and response training for first-year medical students during medical school orientation in August 2022. An anonymous online pretest and posttest survey, assessing student attitudes toward PWID, was used to evaluate the effects of the training. A total of 156 students completed the pretest survey, and 107 students completed the pretest and posttest survey (68.5% response rate). The overall posttest mean stigma score was 1.8 (standard deviation [SD] = 0.5) and was significantly lower than the pretest mean of 2.1 (SD = 0.7; P < .0001), indicating a reduction in stigma among medical student attitudes after the course. There was statistically significant improvement in attitudes for 7 of 13 component measures. This analysis demonstrated that the mandatory class has the capacity to improve medical student attitudes toward PWID. The authors plan to further evaluate the program's effectiveness through measuring and reporting outcomes for future student cohorts. The authors are working with curriculum directors to further incorporate harm reduction principles into other lectures and problem-based learning exercises.

Improving bivalent COVID-19 vaccination rates among adult patients with cancer: An ASCO/CDC initiative.

427 Background: Vaccines protect immunosuppressed cancer patients from developing severe illness, hospitalization, and death. However, vaccination rates in cancer patients remain low, jeopardizing their long-term outcomes. Kaiser Permanente Northern California (KPNC) is one of eight health systems in the U.S. selected to participate in the Specialty Societies Advancing Adult Immunization Project awarded to ASCO and funded by the CDC and the Council of Medical Specialty Societies (CMSS). In conjunction with the ASCO Quality Training Program, we assessed the barriers to bivalent COVID-19 vaccination and applied quality improvement initiatives to increase the vaccination rate for adult cancer patients at KP Roseville. Our aim was to achieve a 50% bivalent COVID-19 vaccination rate by June 2023. Methods: Our population of interest included adult cancer patients receiving intravenous or oral chemotherapy. To assess the barriers to bivalent COVID-19 vaccinations, we distributed 100 surveys to oncology patients. We then performed two PDSA (Plan-Do-Study-Act) cycles for quality improvement and monitored the trends in bivalent COVID-19 vaccination rates from 3/20/2023 to 5/25/2023 with data extracted from electronic health records. Results: Surveys were returned from 63 of 100 oncology patients (35 unvaccinated, 28 vaccinated). Barriers to bivalent COVID-19 vaccination included lack of awareness (37%), fear of interaction with treatment (17%), inconvenience (14%), did not want it (14%), did not elaborate (14%), and prior reaction to the vaccine (3%). We conducted PDSA cycle 1 from 3/20/2023 to 4/14/2023. To improve awareness, we added bivalent COVID-19 vaccine content to the mandatory class for new cancer patients and distributed educational flyers at the oncology clinic. Only 1 out of 61 attendees during this period received vaccination following the class. PDSA cycle 2 was conducted from 5/1/2023 to 5/25/2023. We updated the educational flyer with the latest FDA/CDC recommendations. We also implemented a bi-weekly onsite vaccine station at the oncology clinic waiting area to improve convenience. By 5/25/2023, 78 of 320 eligible oncology patients received bivalent COVID-19 vaccines. As a result, bivalent COVID-19 vaccination rates at KP Roseville increased from 45% to 49% by June 2023. Conclusions: Despite the survey showing a lack of awareness as a major barrier to vaccination, increased awareness by itself had minimal impact on bivalent COVID-19 vaccination rates. However, the addition of a convenient onsite vaccine station in the oncology clinic along with providing education resulted in an increase in vaccinations. Our interventions led to promising results (49%) in the setting of generalized vaccine fatigue in the U.S. Our future goal is to expand these efforts to other KPNC oncology centers, establish stable onsite vaccine stations and include additional vaccine types.

Compassion training: Towards a better understanding of patients through self-exposure.

In healthcare, clinicians are expected to communicate in a compassionate way with patients.1 Although medical training for students at the University of Bern offers communication training, for example, breaking bad news or motivational interviewing, compassion or compassionate behaviour is not yet specifically addressed. An interdisciplinary team (medical education, psychology, communication and palliative care) designed and piloted an elective blended course with 1 day of classroom training to improve sixth-year medical students' compassion in patient–physician communication. The learning goals of the pilot included (a) understanding the role of compassion in the patient-physician relationship; (b) characterise the components of compassion; (c) reflecting one's own emotions and developing self-compassion techniques; (d) demonstrate understanding a patient's situation; and (e) developing a compassionate care plan together with the patient. In order to learn about the existing concepts and the importance of compassion, students (n = 8) received preparatory e-learning material in advance. Its contents were discussed and reflected upon during the classroom training. Preparatory reading included directions regarding self-compassion techniques and two case descriptions to initiate reflection about one's own emotions. These materials were contemplated during the training with an expert input about self-compassion and group discussions about integrating these techniques into daily clinical practice. Using simulation, students then explored their feelings and emotions from a patient perspective through self-exposure to various life conditions, such as physical restrictions (wearing bariatric suits or age simulator) or having stigmatising skin diseases (using a moulage of psoriasis or acne). The goal was to foster a deeper understanding of the patient's situation through own experiences. Based on these experiences (‘how did I feel myself, and what might be the related feeling of my patient?’), students created a communication guide for a conversation with simulated patients (SP). In a second step, students used this guide in SP interactions trying to shift from medical reasoning and counselling to assessing and addressing emotions and individual suffering. The final step in this interaction then was to create a compassionate care plan yielding to integrate medical treatment and emotional comfort. The evaluation of the course included (a) students' verbal feedback immediately after the training, (b) students' written evaluation in respect of content and learning goals as well as methodological and didactic aspects and (c) students' self-assessment of skills in compassionate communication using the Sinclair Compassion Questionnaire (SCQ) prior and after the training (www.compassionmeasure.com). Our interactive compassion training seems to address students' needs and expectations in terms of a high quality and compassionate patient-physician interaction. Students very much appreciated the exchange and the reflections within the group about compassion, communication and their own experiences during simulation. Before the training, the majority rated themselves according to the SCQ in most items as ‘somewhat competent’ or ‘neutral’. After the training, students' ratings were more differentiated, ranging from ‘somewhat lacking competence’ to ‘very competent’. All participants strongly recommended offering this ‘compassion training’ to all medical students as a mandatory class; one student even regarded this training as being one of the most important aspects of medical school. Andrea Lörwald, Seraina Petra Lerch, Daniel Bauer, Steffen Eychmüller and Sibylle Jeanine Felber made substantial contributions to conception and design of the course. Daniel Bauer, Steffen Eychmüller, Sibylle Jeanine Felber, Seraina Petra Lerch, Florence Liaudet and Andrea Lörwald conducted the training and acquired the data for evaluation. Florence Liaudet, Sibylle Jeanine Felber, Steffen Eychmüller, Seraina Petra Lerch and Andrea Lörwald analysed and interpreted the data. Sibylle Jeanine Felber and Andrea Lörwald drafted the manuscript. Daniel Bauer, Steffen Eychmüller and Seraina Petra Lerch revised it critically for important intellectual content. All authors approved the version to be published and agree to be accountable for all aspects of this study.

Tugging at the root of oppression: Infusing social justice across doctoral level clinical psychology curriculum

Most professional associations and accrediting bodies in psychology and counseling make the aspirational call to graduate training programs to integrate social justice throughout their curriculum. Although a laudable goal, there appear to be no clear guidelines or best practices for cultivating this aspiration in psychology trainees preparing for entry-level practice. This case study will summarize a comprehensive process of integrating social justice principles into a doctoral program in clinical psychology accredited by the American Psychological Association. This programmatic, descriptive case study will describe specific program revisions to internal curriculum components and reorganization of the program trajectory, which were implemented to assist students in the reconciliation process. Modified curriculum components included lecture topics, readings and empirical research, in-class activities, and assignments in the core classes. The result was a more coherent and sequential program that infuses social justice concepts across all aspects of learning and training. The goal of this investigation was to (1) inspire other programs to engage in the important work of moving the exploration of social justice from one mandatory class to a concept that permeates all training aspects, and (2) cultivate a new generation of psychologists that know not just how to effectively treat people from different cultural perspectives, but to dismantle the oppressive systems that cause psychological suffering.

Identification and Analysis of the Design Process of Character Education for Students in Islamic Boarding Schools

The mus canduang Islamic boarding school uses its vision and mission as guidelines in the learning process. This shows that the vision and mission of this madrasah encompasses the entire character, both the character recommended in religion and the character recommended by the government. School principals and teachers work together to shape students' character through the existing vision and mission both in the learning process and in extracurricular activities, inside school and outside school. In this case, researchers are interested in researching the identification and analysis of the character education design process implemented at the mus canduang Islamic boarding school. This research is field research using descriptive methods. The research results show that for those selected to be responsible for the position they hold, teachers are also responsible for student activities from the start of learning until the learning is completed. For extracurricular activities, the person responsible is the teacher who guides the activity. Implementation is divided into two, namely intracurricular and extracurricular, intracurricular, namely the learning process in class, the teacher will direct students to pay attention to learning, and students are required to be active and creative. Extracurricular activities are activities carried out outside mandatory class hours such as scouts or cults. Teacher evaluation carries out supervision or observation weekly, or once a month. According to the head of the curriculum at the mus canduang Islamic boarding school, the results of character education have improved, both in terms of discipline and in terms of manners.

Learning Styles and Attitude toward Achievement among English Second Language Students

English as a Second Language (ESL) is a mandatory class for international students when they come to study abroad, particularly those who come from unspoken English country. This study aims to identify the correlation between learning styles and attitude of AIIAS ESL and their academic achievement. The respondents of this study were thirty-two AIIAS ESL students. Using Pearson r correlation, this study showed that none correlated with the respondents' achievement among the six types of Reid’s learning style (the highest r-value is ≤ 0, 209 while the lowest is ≥ - 0, 263). In contrast, the attitude and achievement in this study showed a positive correlation. Among the three aspects of attitude, the emotion and achievement are significantly correlated (r value: 0.487; p value: 0.005). Meanwhile, the cognitive and attitude is significantly correlated with the r value: 0,427 (p value: =0.05). The weakest correlation with their attitude is behaviour where the r value is only 0.201 (p value: 0.269). Thus, students should be aware of their own learning styles to learn a new language better. In terms of attitude, students should maintain a positive attitude toward learning English to achieve good grades in their learning process

Do schools discriminate against children with disabilities? A field experiment in Sweden

ABSTRACT This article presents the results of a field experiment in which fictitious parents of children with attention deficit hyperactivity disorder (ADHD) and type 1 diabetes mellitus (T1DM) sent inquiries to schools in Sweden about admission of their children to the mandatory preschool class. Results show that inquiries concerning a child with no medical condition were more likely to receive an invitation for a visit and more likely to receive a promising placement response than inquiries concerning a child with ADHD and T1DM. Discrimination was more prominent in the private sector and when the child was a boy or had ADHD.

Aportes de la Educación Religiosa escolar al cultivo de la espiritualidad humana

Este artículo es resultado de un proyecto de investigación interinstitucional construido con un enfoque cualitativo y métodos narrativos en ocho ciudades principales de Colombia, con la intención de indagar por la naturaleza y las prácticas pedagógicas de los docentes de Educación Religiosa Escolar (ERE), área presentada como fundamental y obligatoria por la Ley General de Educación. Los relatos de los docentes abordados evidenciaron diversas perspectivas respecto a la identidad y la praxis de la ERE, pero dentro de estos enfoques fue de interés para los investigadores una prospectiva emergente de su desarrollo en tanto búsqueda por el cultivo de la dimensión espiritual del ser humano. Ello motivó a que este escrito se planteara como objetivo dar a conocer algunos aportes que la Educación Religiosa Escolar puede brindar al cultivo de la espiritualidad humana, pues se evidenció que una ERE construida desde esta perspectiva no solo favorece el pluralismo religioso y evita cualquier tipo de exclusión por motivos de algunas dinámicas de los sistemas religiosos mayoritarios, sino que, además, es una oportunidad para configurarla como aporte a la formación integral a partir del favorecimiento de escenarios educativos que posibiliten las búsquedas, las construcciones y el cultivo del sentido de la vida humana.

Impact of in-hospital cardiac rehabilitation on mortality and readmissions in heart failure: A population study in Lombardy, Italy, from 2005 to 2012.

The 2016 European guidelines for the diagnosis and treatment of heart failure classified cardiac rehabilitation as a mandatory class I intervention. We aimed to analyse in heart failure patients the impact of an in-hospital cardiac rehabilitation programme on all-cause mortality and readmissions. From the Lombardy healthcare administrative database, we analysed in patients with incident heart failure, from 2005 to 2012, the number of all hospitalisations, cardiac rehabilitation admissions, post-discharge deaths, outpatient drug prescriptions and visits. We divided patients into hospitalised for heart failure in acute care only (group A) versus patients with one or more admission to cardiac rehabilitation for an in-hospital cardiac rehabilitation programme (group B). Of 140,552 incident cases, 100,843 (71%) were in group A and 39,709 (29%) in group B. Patients in group B had 3.26 ± 1.78 admissions to acute care before referral to an in-hospital cardiac rehabilitation programme. Male gender, age in women and comorbidities (more than two) were higher in group B ( P < 0.0001). Patients in group B had a higher number of interventional procedures ( P < 0.0001), drug prescription and outpatient visit rate ( P < 0.0001). Total mortality was 30% in group A versus 29% in group B. At Cox and logistic regression analyses, after adjustment for covariates, group B had a significantly lower risk of mortality (hazard ratio 0.5768, 95% confidence interval 0.5650-0.5888, P < 0.0001) and readmissions (0.7997, 0.7758-0.8244, P < 0.0001) than group A. This study showed in a large population of heart failure patients that in-hospital cardiac rehabilitation is associated with a reduction of all-cause mortality and rehospitalisations in heart failure. Given its potential significant benefit, referral of heart failure patients to an in-hospital cardiac rehabilitation programme should be promoted.

Empathy Training Through Symptom Burden Simulation.

Providing quality care to hospice and palliative care patients requires the ability to feel and demonstrate empathic behaviors. To acquire a heightened level of empathy, the learner needs to internalize a process of experiencing first-hand real-life symptom burdens common at end of life. Making this happen during new employee orientation is a challenge but with powerful outcomes. To increase empathy levels in hospice and palliative care staff within the agency. A mandatory class for all new employees and open sessions for existing employees in a hospice and palliative care setting. Subjecting participants to multiple disease process simulations. All new employees participated in a symptom simulation workshop during their orientation. Ninety-eight percent of the new employees found their experience in the workshop to dramatically positively affect their empathy levels and consequently formulate compassionate responses to patient situations based on their experiences of feeling empathy during the training.

Class Actions in the Federal Circuit

Class Actions in the Federal Circuit

Difficulties of Reading the Holy Qur'an As Perceived By Selected Muslim Male Faculty Members in MSU- Main: Bases of Intervention Program

This study adopts the descriptive research design to gather information about the difficulties of reading the holy Qur’an as perceived by selected Muslim male faculty members in Msu-Main. A survey was made through a questionnaire to assess their perception. This study aimed to encourage the Muslim employees in the Philippines particularly in the Region of Autonomous Region of Muslim Mindanao (ARMM), the province of Lanao del Sur and the City of Marawi to read the Qur’an daily as it is a book of guidance. The teaching of the Qur’an will be there ways of dealing with the common rules and regulation between the employer and the employee. Majority of the respondents suggest that they best remedies to the difficulty of reading the Qur’an is that they must engage in Arabic course with a proper program that can be suited to their office hour through the help of the King Faisal Center for Islamic, Arabic, and Asian Studies or the administration will have a mandatory Arabic class specifically aimed to let the Muslim faculty of the university be fluent in reading the Holy Qur’an.

The Radical Majoritarianism of Rule 23(b)(2)

One often reads that, “because of the group nature of the harm alleged and the broad character of the relief sought,” Rule 23(b)(2) classes are necessarily “homogenous and cohesive group[s] with few conflicting interests.” But that truism is debatable; at minimum, it begs the question of what counts as a “conflicting interest.” After all, class members often have conflicting positions with respect to the outcome of litigation — especially in significant injunctive-relief complex, structural reform cases of the type that Rule 23(b)(2) addresses. For example, it may be the case that a minority within an injunctive class would prefer to reject the terms of a particular consent decree or settlement, while the majority of class members support the negotiated relief. Is this a disabling conflict? Should we require total homogeneity of class member interests in order to settle the (b)(2) class action and order the injunction? If not, what is the basis for extinguishing, via a non-opt-out class settlement process, the rights of dissenting members to bring suit challenging defendant’s conduct as they see fit? On the other hand, what level of heterogeneity can the (b)(2) class action accommodate? This essay engages a serious examination of mandatory class actions in contemporary practice, with these questions directly in mind.

La formación gerontológica de posgrado en España: número, características y contenidos impartidos en programas de máster

IntroductionPopulation aging raises the need for specialised professionals to address the needs of the elderly. The aim of this paper is to describe the number, characteristics, and contents of the Master degree courses that are currently offered in Spain. Material and methodsThere were 32 Master degree courses offered in the 2014-15 academic year. These required at least 60 ECTS (European Credit Transfer and Accumulation System). At least half of the course credits were based on contents directly related to old age, older people, or aging. An analysis was made that included, information on the institutional affiliation, official status, academic structure, and contents taught. A content analysis was performed on curriculum subjects, in order to classify the courses into multidisciplinary or specialised (with focus either on health, behavioural, or social sciences). ResultsMost of the courses required mandatory class attendance, and lasted one academic year (60 ECTS). They also included the completion of a final project and a practicum. The majority (59%) of Master degree courses were classified as multidisciplinary. Of the remaining ones, 19% were labelled as specialised in behavioural sciences, 16% in health sciences, and 2% in social sciences. ConclusionsThe field of higher education in gerontology in Spain seems to be consolidated, taking into account indicators such as the number of courses offered, their territorial distribution, or the number of official Master degree courses. While the academic structure of the courses is quite similar, in contrast, their contents and nature are highly diverse, which responds to the different training needs.

Using Strategic Enforcement to Reign in Employment Class Action Waivers

Wanting to be resourceful, the WHD uses what is called strategic enforcement when deciding whether to investigate a company. Strategic enforcement means that the WHD is more likely to investigate a certain business or sector when that sector (1) hires a large amount of vulnerable employees or (2) employs employees that are unlikely to report violations. I argue that the WHD should consider whether an employer uses a mandatory class action waiver when deciding which employer to focus its resources on. If an employer does, the WHD should see it as a negative and therefore be more inclined to conduct a surprise investigation on that employer. My proposal falls in line with the current strategic enforcement paradigm. First, mandatory employment group-action waivers signify a vulnerable workforce unable to band together and sue in the public judiciary. Second, since the waiver silences employees in this way, employees will be less likely to report labor code violations to the WHD. Because the waiver is likely to signify a vulnerable workforce unlikely to complain to the WHD, considering whether an employer uses a waiver is consistent with the WHD’s strategic enforcement practice.Finally, my hope is that my waiver-factor proposal will limit employer’s use of these class action waivers in their employment arbitration agreements. These waivers put the employee in a precarious position. It reduces employee power, meaning, and community in the workplace. Thus, for this article, I assume that we must limit employers’ use of waivers. I contend that the waiver-factor proposal for the WHD’s strategic enforcement has the potential to increase the employer’s costs of maintaining a waiver and shift the moral compass against their use. At the very least, it has the potential to spark more debate about this controversial issue. More debate might lead at least to a definitive Supreme Court ruling on their legality in the employment context.

Pharmacy students’ use and views on over-the-counter (OTC) medicines: a questionnaire study

IntroductionThe role of the pharmacist centers on ensuring the safe and effective use of medicines, including over-the-counter (OTC) medicines. It is important to ascertain pharmacy students׳ use and opinions on OTC medicines, given that they are the pharmacists of the future and that this market continues to expand. This study aimed to investigate Queen׳s University Belfast (QUB) final-year pharmacy students׳ use and views on OTC medicines. Scarce work has been conducted in this area to date. MethodsFollowing ethical approval and a pilot study, all students (n = 155) were invited to participate in a self-completed questionnaire (n = 20 questions), distributed at a mandatory class. Descriptive statistics and non-parametric tests (Chi-squared and Mann–Whitney U test) were used for data analyses. ResultsThe response rate was 99.4% (154/155). The majority (153/155) reported using OTC medicines; the key consideration during personal product selection was effectiveness. Most [96.1% (147/153)] were in agreement that safety was the over-riding concern during OTC consultations. While 96.1% (149/155) considered that using an evidence-based approach improved the quality-of-patient care, 68.0% (104/153) would be prepared to sell a product that lacks evidence of effectiveness, provided it would not cause harm. ConclusionsThe importance of evidence of effectiveness was acknowledged, yet many students in this study were prepared to recommend unproven products. Further strategies are required at QUB to ensure this routine consideration alongside safety in practice.

Class Actions in England? Efficacy, Autonomy and Proportionality in Collective Redress

This paper examines the background to the UK Government’s plans announced this year to introduce opt out class actions in competition cases, the EU Parliament’s opposition to them on autonomy grounds, and the arguments put forward by corporate lobby groups and the academics funded by them against opt out class actions. The paper argues that far from being a restriction on autonomy, there are strong grounds for requiring mandatory class actions for the determination of common claims and defences. Procedures for determining common issues in the one proceeding are a crucial feature of any effective and proportionate system of collective redress. We sketch some ways of encouraging individual participation in class actions without undermining the benefits of collective action, including more democratic decision making in the management and settlement of class actions. Moreover, private class actions are a necessary complement to action by public regulators, ensuring that the task of securing redress for mass harms is not borne fully by taxpayers, and that victims can still obtain redress where regulation is not available or ineffective.

An interdisciplinary process for improving pain management in oncology.

182 Background: Upcoming changes in Medicare reimbursement models take into account HCAHP scores, and over the next 1-3 years, penalties will be enacted towards those institutions falling below a standard on their publicly available HCAHP scores. The HCAHP pain domain can be one of the most challenging to impact directly due to lack of pain management knowledge, proper assessment skills, expertise in managing complex pain syndromes, and the heterogeneity of pain symptomatology reported by advanced cancer patients. Methods: This project identified inpatient oncology units with suboptimal HCAHP scores. The objective was to improve HCAHP pain scores to &gt; 90th percentile. Nursing intervention focused on five primary areas: a) A requirement to attend a mandatory class on malignant pain management; b) making available nursing pain mentors; c) a requirement to address pain during rounds with physicians; d) priority access to medications to address pain; and, e) encouraging event reporting for uncontrolled pain issues. Resident physicians were provided expectations for pain management and attended a mandatory class on malignant pain taught by a palliative medicine attending physician. A palliative medicine physician was also assigned to the unit to evaluate patients with pain scores &gt; 6/10 or complex pain needs. An algorithm for pain control was designed to include a timeline for intervention as well as an escalation process for slow or inadequate physician response. A hand-off report was provided to the charge nurse by the senior resident physician at the end of each day that included a tentative plan for treating any escalating pain. Results: All initiatives were implemented in September 2012. By February 2013, Pain HCAHP scores increased 10% over the entire Taussig Cancer Institute, and increased 20% for the solid tumor oncology unit. This placed all units who received this targeted intervention above the 90th percentile as compared to other hospitals on the HCAHPS pain score. Conclusions: A well-defined collaborative model between physicians and nursing produced measurable improvement in pain outcomes for oncology inpatients. An interdisciplinary approach is essential for the management of complex pain issues in an oncology patient population.