Skill-building Exercises Research Articles

What Socrates Learned From Parmenides. Part 1. Parmenides’ Gymnasia and Socrates’ Intellectual Virtues

This is the first of two studies in which I examine Plato’s account of Parmenides’ contribution to Socrates’ education. This account suggests, I argue, that Socrates became a virtuoso of the elenchos and the embodiment of fundamental intellectual virtues thanks to the gymnasia depicted in the Parmenides. I show how Parmenides’ eightfold routine is not a method of philosophical investigation strictly speaking; rather, it is a skill-building exercise that relies on memory and whose virtue is partly defensive. My demonstration is based on three sets of distinctions required to do justice to the preparatory character of Parmenides’ gymnasia. The first differentiates three types of intellectual virtues, the second two kinds of training methods, and the third, three telic modes.

National Addiction Workshop: A Virtual Adaptation to Support Competency Development in Opioid Use Disorder Management.

Accessible, manualized, skill-based training ready for wide dissemination is needed to prepare healthcare staff to meet the needs of people impacted by the opioid epidemic. A 2-day workshop and simulation training was designed by an interprofessional substance use disorder (SUD) specialty care team, adapted to a virtual platform, manualized, and offered to healthcare staff and trainees from a large healthcare system. The workshop was offered 6 times over the course of 10 months with a total of 177 participants from across the United States enrolled in the training. Interactive experiential learning strategies including games designed to test knowledge, small-group case discussions, video demonstrations of skills, patient panels, and 3 simulations of a patient with chronic pain who developed opioid use disorder in the context of long-term opioid therapy were utilized in efforts to build skills and confidence managing SUDs in primary care and general mental health settings. Of those who completed the post-workshop survey, most found both content and training structure useful, particularly content related to medication management, stigma, and collaborative care. In addition, overall confidence scores in assessing, diagnosing, and treating SUD increased. Skill building exercises, such as interprofessional team simulations, were highlighted as most beneficial. The workshop received national attention leading to a partnership with the healthcare system's simulation center for wider dissemination. Expanding access to SUD treatment requires training healthcare staff to effectively change attitudes, increase knowledge, and improve key skills. This 2-day interprofessional workshop was well-received by participants who reported high acceptability and satisfaction scores and demonstrated improved confidence in the management of SUDs. This type of manualized, collaborative, skill-based learning experience can foster staff preparedness and willingness to conceptualize SUD as a chronic condition amenable to treatment in different healthcare settings.

PSPNET Families Wellbeing Hub: A preliminary evaluation of online upstream supports for public safety personnel families

LAY SUMMARY Public safety personnel (PSP) families face unique challenges tied to the job’s occupational risks and requirements. These challenges can often spill over into home life, affecting the day-to-day unfolding of schedules, sleep, mood, activities, and relationships. The impact of this spillover into family life has not received much attention in research or practice. What makes PSP family life unique is the combination of logistics, risks, and identities associated with the job. The project team created an online well-being hub tailored to those factors for PSP families. The website offers information pages, strategy and skill-building exercises, and a self-directed, Internet-delivered cognitive-behavioural therapy course. The hub was launched in December 2022, and the project team wanted to gauge its impact. This article contains a preliminary assessment of Google Analytics, social media posts, and semi-structured interviews. Findings show the site resonates with PSP family members’ experiences, that there is a need for the site, and that users find connection to the content. The hub will continue to be refined based on feedback, and the team will do more research about its impacts.

Pilot Study of a Digital Behavioral Therapy for Overactive Bladder in Women.

The burden and high prevalence of overactive bladder (OAB) underline the urgent need for effective treatment. This study provides an initial look at an alternative approach to behavioral therapy for overactive bladder (OAB) that is delivered as an app on a smartphone. This study aimed to investigate feasibility, acceptability, and preliminary efficacy of a digital therapeutic for OAB. This was a multicentered prospective pilot study. We used a convenience sample (N = 30) from waiting lists of women referred for incontinence, excluding urinary tract infections, urinary retention, bladder pain syndrome, pelvic cancer, current pregnancy, kidney disease, dementia, stroke, and prior neuromodulation. The intervention, a smartphone app, provided an 8-week program with weekly modules combining evidence-based knowledge videos and skill-building exercises that incorporated behavioral therapy, cognitive behavioral therapy, pelvic muscle training, and general health information. Combined scores on the International Consultation on Incontinence Questionnaire was the primary outcome measure. Secondary outcomes included improvement in quality of life, based on International Consultation on Incontinence Questionnaire, a 72-hour urinary diary, and Patient Global Impression of Improvement. We evaluated usability with the Mobile Application Rating Scale. Statistical tests included Shapiro-Wilk tests and paired-sample t tests. Overall, 100% of participants reported a reduction in their OAB symptoms and 82% reported an improvement in quality of life. There was a significant improvement in diary parameters, including frequency (10.19-6.71 a day: SD, 1.25; P = 0.017) and incontinence (10-3.57: SD, 4.58). Participants rated the app highly on functionality, and 70% would recommend it. Patient Global Impression of Improvement improved for 72% of participants. This study supports the application of a digital platform to over-come the real-world barriers for first-line treatment for OAB and offers information to inform further evaluation of the safety and efficacy of the NUIG OAB App.

Examining the efficacy of a telehealth intervention targeting addictive eating in Australian adults (the TRACE Programme): a randomised controlled trial protocol

IntroductionApproximately 15%–20% of the adult population self-report symptoms of addictive eating. There are currently limited options for management. Motivational interviewing-based interventions, containing personalised coping skills training, have been found to...

Français à la Nouvelle-Orléans par Charles A. Mignot

Reviewed by: Français à la Nouvelle-Orléans par Charles A. Mignot Florin Beschea Mignot, Charles A. Français à la Nouvelle-Orléans. OER, 2021. The first observation in this open educational resource is the "can do" approach exhibited by the table of contents by scaffolding students' strengths and interests, rather than insisting on difficulties and rescuing the learner. The learning outcomes are present at the end of each lesson as well, with the option for the student to self-assess their applied readiness on three levels. The author structured the resource as follows: Three sets of textbooks (Livres 1-3) distinguished by three levels (Niveau 1-3) with each containing 24 lessons. Each Livre is accompanied by two Cahiers, in which there are two Devoirs assigned to each corresponding Leçon in the textbook. The copious material (for a total of nine PDF files) offer effective usage as a whole, and by chapter, theme, and individual need. Since this resource is searchable, it is easy to find diverse exercises to supplement class and student needs. I do not feel comfortable assessing this material as I would a normal textbook, since it varies in both format and structure. However, the PDF format is accessible to both instructors and students, offering a more affordable printing option than other materials on the market. The structure of this material is not always systematic; it follows a traditional vocabulary-grammar-pronunciation approach, spoken and written skill building exercises, and activities in the first two Livres. However, Livre 3 is divided between several "Découverte de la langue" sections followed by "Pratique de la langue" sections, spotted with "Pause langue" exercises, and "Compréhension" checks. A plethora of activities are found both in the Livres and the workbooks (Cahiers), including, for instance, fill-in-theblank, transformation, and substitution exercises. However, I could not access many activities that mention videos and audio files so these aspects remain a hidden resource to me. I also noticed that the author is relying heavily on writing. There are no formal new vocabulary or grammar modules to introduce to students (typical for a communicative class or lesson format). The vocabulary is directly introduced in exercises, while the grammar and pronunciation modules have their own set of explanations, which are sometimes extensive. In terms of cultural-learning modules, I believe the exercises focus outside of the New Orleans area or theme, instead of in it (be it Louisiana French language, culture, artistic expression, particularities, etc.). While this extensive language practice resource could focus more on La Nouvelle Orléans, it is a fantastic source of exercises and activities to do in class with your students, or to assign as homework. [End Page 179] Florin Beschea Davidson College (NC) Copyright © 2023 American Association of Teachers of French

Everybody Copes: An Interprofessional Workshop on Stress, Coping, and Helping Primary Care Patients Manage Medical Stressors.

The value of psychological principles has become apparent in medical settings, especially with the rise of patient-centered care. We aimed to provide a curriculum informing medical providers about the theoretical basis and clinical utility of the social-cognitive model of stress and coping. This workshop was delivered to an interprofessional team of faculty and trainees. Our initial pedagogical approach was to relate the concepts of cognitive appraisals and coping strategies to participants' own stress responses. We then used didactic presentation and small-group activities to explore ways to promote adaptive coping with patients to improve health outcomes. Learners participated in a mindfulness exercise, conceptualized coping strategies given a hypothetical case scenario, and, in small groups, role-played a patient encounter to construct an effective coping repertoire for the patient. Participants completed a prework self-assessment and workshop evaluation form. The 2.5-hour workshop had 48 participants from five professions (medicine, education, physician assistant, pharmacology, psychology). We received 35 evaluations (73% response rate). Learners reported increased real-world skills (M = 8.0 out of 10) and feeling better prepared for working in interprofessional settings (M = 7.6 out of 10). Qualitative feedback suggested that participants recognized the importance of individual differences in coping with stress and felt they could categorize strategies into emotion- or problem-focused coping. This workshop provided participants with basic knowledge about the social-cognitive model of stress and coping and allowed them to practice newly learned skills in a role-play as an interprofessional medical care team.

Smartphone App to Address Loneliness Among College Students: Pilot Randomized Controlled Trial.

BackgroundLoneliness is a widespread and significant problem on college campuses. Prolonged loneliness in young adulthood is a risk factor for concurrent and future mental health problems and attrition, making college a critical time for support. Cognitive and behavioral interventions show promise for decreasing loneliness and can be widely disseminated through technology.ObjectiveThis pilot randomized controlled trial was conducted to examine the initial efficacy, feasibility, and desirability of a smartphone app, Nod, designed to deliver cognitive and behavioral skill-building exercises to reduce loneliness during the transition to college.MethodsFirst-year college students (N=221, mean age 18.7 years, 59% female) were recruited online during incoming student orientation, and randomized to either receive immediate access to Nod (experimental group, n=100) or access after 4 weeks (control group, n=121). The app delivered skills via fully automated (1) “social challenges,” suggested activities designed to build social connections; (2) reflections, brief cognitive reframing exercises; and (3) student testimonials that encouraged a growth mindset toward social connection building. Main intention-to-treat analyses were used to compare the conditions on self-assessed loneliness, depressive symptoms, and other mental health and college adjustment outcomes at week 4, controlling for baseline values on those variables. Analyses were also performed to test the hypothesis that the treatment benefits would be particularly pronounced for participants with heightened psychological vulnerability at baseline (ie, higher baseline depressive symptoms and loneliness).ResultsRetention was 97% at week 4, and participants viewed an average 36.7 pages of app content. There were no significant condition differences in loneliness at week 4 (F1, 211=0.05, P=.82; ηp2 <.001). However, there was a significant condition-by-baseline depression interaction to predict week-4 loneliness (F1,209=9.65, P=.002; ηp2 =.04). Simple slope analyses indicated that baseline depression positively predicted week-4 loneliness among control participants (r=0.30, t209=3.81, P<.001), but not among experimental participants (r=–0.09, t209=–0.84, P=.40), suggesting that Nod buffered participants with high baseline depression scores from experiencing heightened midquarter loneliness. Similarly, there were no significant condition differences in other week-4 outcomes. However, moderation by baseline vulnerability was found for week-4 depressive symptoms, sleep quality, and indices of college adjustment (eg, perceived social support and campus belonging).ConclusionsAlthough Nod exposure did not impact outcomes for the full sample, these results provide initial evidence of its benefit for vulnerable students. The results of this trial suggest that cognitive and behavioral skills delivered via a mobile app can buffer psychologically vulnerable college students against heightened loneliness and depressive symptoms, as well as other negative college adjustment outcomes. Future work will aim to improve upon app engagement, and to address loneliness among other key populations.Trial RegistrationClinicalTrials.gov NCT04164654; https://clinicaltrials.gov/ct2/show/NCT04164654

A Curriculum to Teach Resilience Skills to Medical Students During Clinical Training.

IntroductionBurnout in medical students is extensive and a critical issue. It is associated with increased rates of depression, suicide, and poor perception of the educational environment. Enhancing resilience, the ability to adapt well in the face of adversity, is a potential tool to mitigate burnout and improve medical student wellness.MethodsOur resilience curriculum consisted of facilitated workshops to cultivate resilience in medical students during their core clerkship rotations. This curriculum served as an introduction to the concept of resilience and taught skills to cultivate resilience and promote wellness. The sessions allowed for identification of and reflection on stressors in the clinical learning environment, including straining team dynamics, disappointment, and uncertainty. Educational sessions included resilience skill-building exercises for managing expectations, letting go of negative emotions, dealing with setbacks, and finding meaning in daily work. Associated materials included lesson plans for small-group facilitators, learner pre- and postcurriculum surveys, and a social media activity guide.ResultsThis curriculum was delivered to 144 clerkship students at two academic institutions over the 2017–2018 academic year. Sessions were well received by medical students, with the majority of students stating that the sessions should continue. The majority of attendees found the sessions valuable and learned new ways to approach challenges.DiscussionStudents valued connecting with peers and feeling less alone through their participation. A challenge was constructing a setting conducive to comfortable reflection for all learners. Not all students found these sessions necessary. Sessions may have improved resilience levels.

Building capacities of Auxiliary Nurse Midwives (ANMs) through a complementary mix of directed and self-directed skill-based learning\u2014A case study in Pune District, Western India

Auxiliary nurse midwives (ANMs) play a pivotal role in provision of maternal and newborn health at primary level in India. Effective in-service training is crucial for upgrading their knowledge and skills for providing appropriate healthcare services. This paper aims at assessing the effectiveness of a complementary mix of directed and self-directed learning approaches for building essential maternal and newborn health-related skills of ANMs in rural Pune District, India.MethodsDuring directed learning, the master trainers trained ANMs through interactive lectures and skill demonstrations. Improvement and retention of knowledge and skills and feedback were assessed quantitatively using descriptive statistics. Significant differences at the 0.05 level using the Kruskal-Wallis test were analysed to compare improvement across age, years of experience, and previous training received. The self-directed learning approach fulfilled their learning needs through skills mall, exposure visits, newsletter, and participation in conference. Qualitative data were analysed thematically for perspectives and experiences of stakeholders. The Kirkpatrick model was used for evaluating the results.ResultsDirected and self-directed learning was availed by 348 and 125 rural ANMs, respectively. Through the directed learning, ANMs improved their clinical skills like maternal and newborn resuscitation and eclampsia management. Less work experience showed relatively higher improvement in skills, but not in knowledge. 56.6% ANMs either improved or retained their immediate post-training scores after 3 months.Self-directed learning helped them for experience sharing, problem-solving, active engagement through skill demonstrations, and formal presentations. The conducive learning environment helped in reinforcement of knowledge and skills and in building confidence. This intervention could evaluate application of skills into practice to a limited extent.ConclusionsIn India, there are some ongoing initiatives for building skills of the ANMs like skilled birth attendance and training in skills lab. However, such a complementary mix of skill-based ‘directed’ and ‘self-directed’ learning approaches could be a plausible model for building capacities of health workforce. In view of the transforming healthcare delivery system in India and the significant responsibility that rests on the shoulder of ANMs, a transponder mechanism to implement skill building exercises at regular intervals through such innovative approaches should be a priority.

Effective Components of Social Skills Training Programs for Children and Adolescents in Nonclinical Samples: A Multilevel Meta-analysis.

Social skills training (SST) programs for nonclinical children and adolescents are known to have positive effects on social skills, but it remains unclear how distinct training components are related to program effects. This multilevel meta-analysis examines how psychoeducation (i.e., exercises aimed at the transfer of knowledge), psychophysical components (i.e., physical exercises aimed at improving self-confidence and trust in others), skill-building components (i.e., exercises aimed at improving interpersonal skills), and cognitive-emotional components (i.e., exercises aimed at changing emotions and cognitions) are independently related to SST program effects. We extracted data from 97 articles describing 839 effect sizes. Training content data were extracted from 60 corresponding SST programs. Our results showed that SST programs had a positive effect on the development of interpersonal skills and emotional skills in nonclinical samples: d = .369, 95% CI [.292, .447], p < .001. This effect was positively influenced by the inclusion of psychoeducation and skill-building components. The inclusion of psychophysical components and the number of cognitive-emotional components did not influence program effects. For psychoeducation and skill-building components, we observed a curvilinear relationship between intensity and effect size: programs including three to six psychoeducational exercises yielded larger effect sizes compared to programs with more or fewer psychoeducational exercises, and programs with 11 to 20 skill-building exercises outperformed programs with more or fewer skill-building exercises. These findings are an indication that psychoeducational components and skill-building components are related to larger SST program effects, granted that the dosage is right.

Counterbalancing the Uncertainties of Medical Nutrition Education with Effective Online Instruction.

Practicing physicians need to recognize nutrition problems in their patients and know what to do about them. It takes at least 25-30 h of medical school instruction to achieve just basic nutrition competencies. Because most medical students get significantly less than this minimum, they are not adequately prepared to deal with common nutrition-related challenges in practice. The majority of all accredited US medical schools require <25 h of nutrition instruction across the entire 4-year curriculum and a few still fail to require any nutrition education at all. Medical schools in other countries struggle with the same instructional deficits and many fail altogether to address the need for proper nutrition training. The greatest deficits exist in teaching clinical practice and practical problem solving. The Nutrition in Medicine (NIM) project (nutritioninmedicine.org), with materials used by a majority of US medical schools as well as institutions in >20 countries, has demonstrated that computer-based nutrition instruction is effective and efficient, particularly as an integral component of clinical training. Interactive components, skill-building exercises, and practice challenges with video-realistic patients allow learners to progress at their own pace and ensure that all of them learn what they need to know.

ADAPTING MINDFULNESS-BASED COUNSELING FOR THE TELEPHONE: A PILOT STUDY FOR CAREGIVERS AND VETERANS WITH DEMENTIA

Optimizing Dementia Care in Veterans with Dementia is a randomized, controlled, pilot study examining outcomes for Veterans and their caregivers at 6- and 12-months for two telephone-based interventions: a) Benjamin Rose Institute’s (BRI) Care Consultation (CC), and b) CC + Counseling (CC+C). Counseling modules are integrated into the existing BRI CC framework using guided mindfulness-based skill-building exercises on various content domains (e.g., grief, identity, intimacy, stress management). Sixty-four caregivers and 47 Veterans (M = 74.3 years, MOCA Score M = 15.5) have been randomized in this ongoing pilot study. Caregivers are 91% female, 32% Black/African American, and 72% spouses. Preliminary implementation and 6-month outcome data is discussed (e.g., reaction to behavioral distress, mindfulness, depression, quality of life) using within-group paired samples t-tests for the 32 dyads randomized to CC+C. Lessons learned include strategies for adapting mindfulness-based approaches over the telephone to enhance access for Veterans and caregivers across geographic regions.

GMT and Longitude by Lunar Distance: Two Methods Compared From a Practitioner's Point of View

This article discusses the technique of observing lunar distance - that is, angular distance between the moon and another celestial body - to establish universal time and longitude, from a practitioner's point of view. The article presents a brief overview of the principles underlying the lunar distance observation and its use in celestial navigation. A discussion follows of two different methods for finding universal time by observing lunar distance, Dr. Wendel Brunner's calculator-based method and the specialised inspection tables created by Bruce Stark. The article compares the two methods against each other for ease of use and accuracy. The author concludes that either method will provide satisfactory results, but that the technique of observing lunar distance is unlikely to regain relevance in the modern-day practice of navigation and is primarily useful as a skill-building exercise in making sextant observations.

End-of-Life Nursing and Education Consortium Communication Curriculum for Interdisciplinary Palliative Care Teams.

Background: Expert communication skills are essential for the delivery of effective palliative care across the domains of care. However, few health care providers receive formal communication training. To promote communication education for interdisciplinary palliative care teams, a train-the-trainer course for interdisciplinary hospital-based palliative care teams was developed to prepare them to teach other health care professionals communication skills. Course Design: The curriculum was organized by the eight domains of the National Consensus Project Guidelines for Quality Palliative Care and provided communication skills training for California-based teams. The two-day train-the-trainer course included skill-building exercises and interactive discussions to assist participants in integrating communication skills building into their clinical settings. Using a goal-directed method of teaching, faculty assisted teams in developing three institutional goals for providing palliative care communication training to other health care professionals. Evaluation of the course included immediate postcourse evaluation and follow-up evaluation at six and nine months. Results: The first statewide interdisciplinary communication training took place in January 2018 with 26 palliative care teams consisting of primarily nurses, followed by social workers, chaplains, and physicians. The 46 course participants' postcourse evaluations demonstrated high satisfaction with the course. On a scale of 1 to 5 (1 = lowest), the course met participants' expectations and objectives (4.8). The teams' precourse goals focused on (1) staff education, training, and mentorship, and (2) institution-wide system changes. Conclusion: Palliative care interdisciplinary teams can incorporate communication skills into their practice and provide communication skills training to their institutions.

FDA Clears App to Help Retain Patients in Treatment for OUD

Experts in addiction and in digital technology say the app for opioid use disorder is an exciting development, but it remains to be seen if the technology will be widely used.

Recasting the Door: An Applied Design Thinking Skill Building Exercise

Skills in creativity are needed to meet the needs of today’s organizations, and design thinking is a process that one can learn to become more creative. Yet the diminishing exposure to and pursuit of humanities courses, which have traditionally developed these skills, has put pressure on business schools to fill the gap. This experiential learning exercise, Recasting the Door, is directed toward undergraduate students and presents an opportunity for students to develop and practice design thinking and creative problem solving, especially when situated in a course on creativity or innovation. In this exercise, students work in teams to develop a creative art installation that physically transforms the instructor’s office door symbolically or metaphorically to serve a new purpose. Using an open-ended design brief, students use idea generation, idea evaluation, prototyping, and collaboration to develop a human-centered solution. Then they critique their own and other teams’ installations.

Primary Prevention of Intimate Partner Violence Among Recently Married Dyads Residing in the Slums of Pune, India: Development and Rationale for a Dyadic Intervention.

BackgroundIntimate partner violence (IPV) is frequently experienced by women of low socioeconomic status in India. It is a human rights violation and associated with negative effects on physical and mental well-being, underscoring the need for effective prevention strategies.ObjectiveThis study aimed to develop a dyadic intervention for the primary prevention of IPV among newly married couples residing in slum communities in India.MethodsThe intervention was developed using a community-based, mixed-methods design rooted in couple-interdependence theory and guided by the intervention mapping (IM) framework. It used the six critical IM steps to inform the content and delivery of the intervention: (1) needs assessment, (2) preparation of matrices of change objectives, (3) selection of theory-based methods and practical applications, (4) production of intervention components and materials, (5) intervention adoption and implementation, and (6) evaluation planning.ResultsThe resulting Ghya Bharari Ekatra (Take a Flight Together) intervention is intended to be delivered in 6 weekly sessions by a trained pair of male and female lay community educators to groups of 3 to 5 newly married couples in the community in which they reside. It uses games, discussions, self-reflections, and skill-building exercises to cover the following topics: enhancing relationship quality time, self-esteem and resilience, communication and conflict management, goal setting and implementation, sexual communication and sexual health and reproductive health knowledge, and redefining and challenging norms surrounding IPV occurrence. The formative work guided the protocol, including module duration and timing (2-hour sessions of convenience to participants), ordering of modules (based on potential level of interest and sensitivity of the topics), content (ie, informed scripts of role plays and films), intervention delivery methods (ie, interactive activities), and selection of the interventionists (based on capacity to connect with participants) and venue (community-based, convenient, and safe spaces). Ghya Bharari Ekatra was piloted between January and May 2018, and evaluation is presently underway.ConclusionsGhya Bharari Ekatra is evidence-based, grounded in intervention-mapping, and developed and iteratively refined using a community-based participatory research approach, suggesting it has great potential to be an acceptable and effective solution to preventing IPV among newly married couples.Trial RegistrationClinicalTrials.gov NCT03332134; https://clinicaltrials.gov/ct2/show/NCT03332134

Interdisciplinary palliative care communication for quality palliative care: Outcomes of a statewide train-the-trainer course.

83 Background: Expert communication skills are essential for the delivery of effective palliative care across the domains of care. However, few healthcare providers receive formal communication training. The purpose of this presentation is to describe a train-the-trainer course for interprofessional hospital-based palliative care teams to prepare them to teach other healthcare professionals palliative care communication skills. Methods: This project was organized by the eight domains of the National Consensus Project (NCP) guidelines for quality palliative care and provided communication skills training for California-based teams. Funded by the Archstone Foundation, this 2-day train-the-trainer course included skill-building exercises and interactive discussions to assist participants in integrating communication skills-building into their clinical settings. Using a goal-directed method of teaching, the faculty assisted teams in developing three institutional goals for providing palliative care communication training to other healthcare professionals. Evaluation of the course included immediate post-course evaluation and follow-up evaluation at 6 and 9 months. Results: The first statewide interprofessional communication training took place in January 2018 with 26 palliative care teams consisting of primarily nurses, followed by social workers, chaplains and physicians. The 46 course participants’ post-course evaluations demonstrated high satisfaction with the course. On a scale of 1 to 5 (1 = lowest), the course met participants’ expectations and objectives (4.8). The teams’ pre-course goals focused on: 1) staff education, training and mentorship, and 2) institution-wide system changes involving communication with palliative care. Conclusions: A 6 and 9 month follow-up will evaluate team progress on institutional goals (e.g. status and implementation) and provide an update on the additional healthcare professionals trained by course participants and changes implemented within their health system.

Expanding Use of Brief Behavioral Interventions in Collaborative Care

Expanding Use of Brief Behavioral Interventions in Collaborative Care