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Preliminary resident feedback suggests CCMs in-crease residents’ self-perceived effectiveness inaddressing palliative care and that they appreci-ate the immediate feedback CCMs provide.Discussion. National and institutional data dem-onstrate the need for better pediatric palliativecare education and that experiential curriculaare well-received by learners. Tension createdduring interactive, real-time CCMs, combinedwith immediate feedback, facilitates active learn-ing of critical palliative care skills. These effec-tive, standardized, reproducible modules havegreat potential to influence palliative care edu-cation and practice.Conclusion. CCMs are a highly rated, interactivemodel of structured palliative care training thatraises awareness of knowledge gaps and may im-prove residents’ self-rated competence.

References1. Field and Behrman. 2003. When ChildrenDie, Improving Palliative and End-of-Life Carefor Children and Their Families. Institute ofMedicine. From http://books.nap.edu/html/children_die/AppG.pdf.2. Kolarik, et al. 2006. Pediatric Resident Educa-tion in Palliative Care: A Needs Assessment. Pedi-atrics, 117(6), 1949e1953.3. McCabe, et al. 2008. Pediatric Residents’ Clin-ical and Educational Experiences with End-of-Life Care. Pediatrics, 121(4), e731ee737.

Experiencing Loss Through Patients’ EyesSusan Glod, MD, Penn State College of Medicine,Milton S. Hershey Medical Center, Hershey, PA.

Objectives1. Help students to recognize that loss can occur

even when there has not been death.2. Allow students to appreciate the implications

of loss in their own lives.3. Teach students to recognize loss in the lives of

their patients.4. Equip students with strategies for acknowledg-

ing the losses that their patients experience.Background. At our institution, all (e150) third-year students are brought together for a one-week educational experience with a focus onimproving healthcare delivery. During theweek, all students participate in a workshop enti-tled ‘‘Experiencing Loss through Patients’ Eyes.’’Methods. In a small-group setting led bya trained facilitator, students are asked to listthe people, roles, material possessions, and goals

most important to them, and are then partedfrom these, either by their own choice or bythe actions of another. The group then discussesthe emotions that accompany their losses andrelates the losses to those experienced bypatients. The group, led by the facilitator, thenexplores strategies for recognizing and support-ing patients who are experiencing loss.Results.Basedonpreliminary data, after complet-ing the exercise, students are less likely to feel thattalking to patients about loss will only serve to up-set them, and are able to list strategies for dealingwith loss. Most students felt that the workshop wasrelevant to patient care, and commented that theworkshop led to increased self-reflection and em-pathy for patients experiencing loss.Discussion.Most students feel that the workshop iseducationally valuable and contributes to their un-derstanding of patient loss. Most students felt thatthe workshop will change their practice when ap-proaching patients, primarily by making themmore empathetic and aware of potential losses.Conclusion. The exercise leads to increased self-reflection and appreciation of patient lossamong third-year medical students.

Didactic and Experiential Education inPain and Palliative Care for Pharmacistsand Student Pharmacists at the Universityof Maryland School of PharmacyMary Lynn McPherson, PharmD BCPS CPE,University of Maryland School of Pharmacy, Bal-timore, MD.

Objective1. Describe elements of pain management and

palliative care at the University of MarylandSchool of Pharmacy for practicing and stu-dent pharmacists including:� required didactic curricular content� elective didactic curricular contentincluding current and new electivecoursework and special projects

� one option for required experiential longitudinal care (eg, chronic non-cancerpain management)

� elective experiential rotations in bothhome-based hospice and inpatient care

� professional development opportunitiesfor practicing pharmacists.

Background. Pain and symptoms related to ad-vanced illness continue to be undertreated to-day. One barrier to effective pain and symptom

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management is insufficient education in ourprofessional training programs, includingschools of pharmacy. The purpose of this pre-sentation is to detail efforts made by one schoolof pharmacy (University of Maryland) to providerequired and elective didactic and experientialtraining opportunities for students of pharmacy,and practicing pharmacists.Methods. The curriculum and post-graduatetraining activities sponsored by the Universityof Maryland School of Pharmacy in pain man-agement and palliative care have been reviewedand summarized for this presentation.Results. Required didactic content in pain man-agement and palliative care is present in the pro-fessional curriculum in several basic sciencescourses, which serve as the foundation for thera-peutics discussion in courses such as ‘‘Pathophys-iology, Pharmacology and Therapeutics,’’ and‘‘Pharmacotherapy.’’ Didactic elective courses in-clude ‘‘Care of the Terminally Ill (CTI)’’ and‘‘Grief and Bereavement Theory.’’ The CTI elec-tive has two primary components: pharmacother-apy and psychosocial issues of advanced illness. Asignificant amount of active learning is includedin this course such as case discussions, maintain-ing an eJournal (write your own eulogy, writea condolence letter, write your bucket list, etc.),a funeral home visit, and the use of games suchas Jeopardy. Didactic elective courses that are indevelopment and will be offered in Fall 2011 in-clude ‘‘Opioid Conversion Calculations,’’ and‘‘Pharmacists and Spirituality.’’ Required andelective experiential coursework is available forfourth year students, as well as the option of work-ing on a special project one-on-one with a facultymember. A range of post-graduate training isavailable including the first PGY2 Pharmacy Prac-tice Residency in Pain and Palliative Care, andother opportunities.Discussion. The University of Maryland School ofPharmacy has incorporated a significant amountof content on pain management and palliativecare for both students, and practicing pharmacists.

De Novo Development ofan Interprofessional HospicePalliative Care Case-Based SimulationJeff Myers, MD MSEd, University of Toronto,Toronto, ON, Canada.

Objective1. Develop an educational experience involving

learners from all ten healthcare professions

faculties with the specific innovation beinga de novo process that itself was interprofes-sional in nature.

Background. Responding to a call for greateremphasis on interprofessional educational expe-riences in the curricula of healthcare profes-sions faculties, a formal IPE competencyframework was developed at our institution.Given the transprofessional nature of the knowl-edge, skills, and attitudes within the scope ofhospice palliative care, this was viewed as an op-portunity to develop an educational experiencefor learners addressing competency develop-ment in both hospice palliative care-related con-tent and interprofessionalism. An IPE PalliativeCare Working Group was formed and given thetask of developing an interprofessional palliativecare educational experience.Methods. Eleven faculty members (workinggroup lead plus one rep from each faculty) witheducation as their academic focus and clinicalbackground in hospice palliative care partici-pated in the 2-year process. Faculties representedinclude medicine, nursing, social work, occupa-tional therapy, physiotherapy, dentistry, speechlanguage pathology, pharmacy, med rad sci, andphysical education. The product was an innova-tive facilitated case-based interprofessional expe-rience. Both mock pilot and formal pilot sessionswere key elements of the process.Results. The general context for the session isa simulated interprofessional team meeting dur-ing which ten learners represent their respectiveprofession. A dyadic model of facilitation is uti-lized with the overall purpose of the session beingto prepare learners for a patient/family meetingduring which care goals for a patient with ad-vanced incurable disease are to be addressed.Given tremendous variation in professional pro-gram length (2-4 years) and curricular designfor each of the ten faculties, it was determined‘‘learner readiness level’’ for the session wouldbe defined as ‘‘able to interpret, understand andcommunicate elements of a clinical assessmentof their respective profession.’’Two examples of learner objectives for the ses-sion are: (1) hospice palliative caredclarify theappropriate uniprofessional roles and interpro-fessional team approach to delivering carewhen the primary goal of care is to achieveand maintain quality of life as defined by thepatient/family. (2) interprofesionalismdunder-stand the role and contribution of each