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drug-drug interactions and may provide immedi-ate relief.Most osteopathic techniques require significantspecialized education and supervised practiceover time to achievemastery. However, a few tech-niques are easy to reproduceby anon-osteopathicpractitioner, occasionally even by the patientthemself. Myofascial release, soft tissue stretchingand strain-counterstrain techniques specificallyare easy to learn and reproduce inmany differentareas of HPM practice (home to inpatient set-tings). Since learning these techniques does re-quire practice, this presentation will encouragethe attendee to participate in supervised use ofthe techniques in small groups with a partner.This symposium will serve as an introduction tosimple OMT techniques that can be reproducedby both novices and skilled learners.

3:30e5 pm

Concurrent Session

An Interactive Educational Exchange:Sharing Innovative Teaching Materials andMethods (429)Online Interprofessional Training onSpiritual and Cultural Aspects of PalliativeCareMatthew Ellman, MD, Yale University School ofMedicine, New Haven, CT.(Ellman has disclosed no relevant financialrelationships.)

Objectives1. Discuss the basic precepts and goals of palli-

ative care.2. Identify and address patients spiritual and

cultural needs.3. Discuss the roles of members of the interpro-

fessional teamandhowtheycanwork together.

Backgound. Health professional graduates oftenfeel unprepared to provide palliative care, particu-larly regarding spiritual and cultural issues. Fewop-portunities exist for students to learn how toprovide this care as part of an interprofessional pal-liative care team.

Methods. The program begins with an online, in-teractive, multimedia training module that thatenables students to consider spiritual, culturaland clinical issues of a patient with late-stagebreast cancer. Next, a live workshop providesa hands-on opportunity to grapple with palliative

care challenges that cross professional lines andto explore personal spiritual and cultural issues.The workshop culminates in the creation ofa care plan for a palliative patient by interprofes-sional student teams. Participants complete self-and program evaluations (Likert scale: 5 ¼strongly agree; 1 ¼ strongly disagree).

Results. We analyzed data from 14 cycles of theprogram (n ¼ 309), including 205 medical, 65nursing, and 39 chaplain students. Due to lownumbers, we excluded social work students.Means and standard deviations on key self-evalu-ation items for medical, nursing and chaplainstudents respectively were as follows. Greater un-derstanding of: basic precepts and goals of palli-ative care 3.98 (0.93), 4.23 (0.88), 4.10 (1.05);importance of addressing spiritual needs 4.25(0.93), 4.49 (0.73), 4.08 (1.05); role of culturein patients; experience 4.10 (0.92), 4.35 (0.69),4.05 (1.05); contributions of other health careprofessionals/importance of the interdisciplin-ary team 4.32 (0.95), 4.49 (0.87), 4.38 (0.88).Scores for the overall program were: onlinecase and workshop facilitated learning: 4.13(0.92), 4.48 (1.02), 4.46 (0.60); program devel-oped knowledge and skills essential to futurework: 4.13 (0.90), 4.45 (0.91), 4.03 (1.09).

Discussion. The innovation of this program is inits blended curriculum of the independently-completed online module and the collaborativeworkshop, as well as in its incorporation of inter-professional practice into content and learningformat. Analyses indicate that the programmeets its objectives and is well-received.

Conclusion. Our program fills a substantial gapin the education of these student health profes-sionals and is adaptable to other educational set-tings as the online component is easily accessibleand the workshop can include all palliativehealth professionals.

Case-Based Simulation: CriticalConversations Surrounding Resuscitationof the Critically Ill or Injured PatientSangeeta Lamba, MD, UMDNJ-New Jersey Med-ical School, Newark, NJ.(Lamba has disclosed no relevant financialrelationships.)

Objective1. Discuss how to use clear/direct, closed-loop

communication with interdisciplinary teams(simulatedresuscitation).

398 Vol. 43 No. 2 February 2012Schedule With Abstracts

Background. Majority of in-hospital deaths occurin the emergency department (ED) and critical-care settings. Death often follows a failed resusci-tation after a sudden-critical-event/injury or aftera terminal-crisis event in aprogressive life-limitingillness-trajectory. Family-members are often un-prepared and face high emotional support needs.In procedural/resuscitation-based specialties(like emergency medicine and surgery), tradi-tional focus of trainee-education is on acquiringthe technical skills associated with advanced car-diac/trauma life-support (ACLS/ATLS). Deathis perceived as a professional failure, debriefingis not the norm and self-reflection after theseemotionally charged resuscitations rarely ad-dressed. To supplement the resuscitation trainingwe designed a structured communication andself-reflection module that adds-on skills toeffectively communicate with family members ofcritically ill/injured patients who undergoresuscitations.

Methods. The case-based simulated-resuscitationsession includes a didactic component to; rein-force closed-loop communication, introduceself-reflection as a tool for personal growth andhighlight family-centered communication skills,including active listening, exploration of emo-tions, and appropriate non-verbal behaviors.Trainees then practice scenarios on a simulated-patient: ACLS scenario of cardiac-arrest with pa-tient death; ATLS scenario of massive blunttrauma with uncertain prognosis. Post-resuscita-tion they role-play as physicians and family mem-bers of the simulated-patient and deliver news ofdeath or poor prognosis to survivors. Traineeslater submit a written report after self-reflectingon a real/ simulated family communication[things that went well (and why)/those that didnot (and why)] and their emotional response.Outcomes assessed include: trainee satisfactionwith each component and peer-observer feed-back forms after role-play.

Results. Initial feedback is extremely positive.Data from pre/post survey, peer-observer/learner feedback forms and evaluation of thesession by trainees in the initial 6 months of sim-ulated-sessions will be presented.

Discussion. Communication intervention is cur-rently being used with resuscitation skill trainingin the mandatory 4th year ED clerkship, withplans to expand to ED and surgery residencysimulated resuscitation training sessions.

Conclusion. Effective communication skills arenecessary to meet the needs of family survivorsof a patient’s critical injury/illness. Pre-existingmodalities in use to teach technical skills ofACLS/ATLS should be supplemented with inter-ventions to improve communication/self-reflec-tion skills during and after resuscitations.

Educational Video on Palliative CareDebra Jarvis, BA MA MDiv, Seattle Cancer CareAlliance, Seattle, WA.(Jarvis has disclosed no relevant financialrelationships.)

Objective1. Measure viewer’s familiarity with, and under-

standing of palliative care before and afterviewing video.

2. Measure viewer’s willingness to recommendpalliative care for a friend or family member.

3. Measure viewer’s perception of whether palli-ative care can improve quality of life for peo-ple with serious illnesses.

Background. A 2010 study on the use of video tofacilitate end-of-life discussion showed that com-pared with those who only heard a verbal de-scription, those who viewed a goals-of-carevideo were more likely to prefer comfort careand avoid CPR and were more certain of theirend-of-life decision making (El-Jawhari, A.,J.Clin.Onc. 2010; 28:305). My vision was to cre-ate a video that educates, informs and gives pa-tients and families a clear understanding andpositive view of palliative care.

Methods. A pre-and post-screening question-naire was developed that measured participant’s(a) familiarity with palliative care, (b) their will-ingness to choose it for themselves or a familymember, and (c) their perception of whetherpalliative care can improve quality of life for peo-ple with serious illnesses. The questionnaireswere given to 37 people and the statistical differ-ence between the pre- and post-test sample wasmeasured using the Students T-test.

Results. Scores improved in every measurementwith respect to palliative care. Familiarity scoresincreased from a mean of 5.9 to a mean of 7.8(p < .001). Knowledge scores increased from5.1 to 7.4 (p < .001). Recommending palliativecare to others, scores increased from 6.8 to9.0 (p < 0.001). Accepting palliative care forthemselves, their scores went from 7.3 to 9.2