Hospice And Palliative Medicine Curricular Milestones
Hospice and Palliative MedicineCurricular Milestones
ContentsAcknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4FAQs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8HPM Curricular Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Patient Care. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .CM #1: Knowledge of Serious and Complex IllnessesCM #2: Comprehensive Whole-Patient AssessmentCM #3: Addressing Suffering/DistressCM #4: Palliative Care Emergencies and Refractory SymptomsCM #5: Withholding/Withdrawal of Life-Sustaining TherapiesCM #6: Care of the Imminently DyingCommunication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .CM #7: Fundamental Communication Skills for Attending to EmotionCM #8: Communication to Facilitate Complex Decision-MakingCM #9: PrognosticationCM #10: DocumentationCM #11: Grief, Loss, and BereavementHospice and Palliative Medicine Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .CM #12: Interdisciplinary TeamworkCM #13: ConsultationCM #14: Transitions of CareCM #15: Safety and Risk MitigationCM #16: Hospice Regulations and AdministrationProfessional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .CM #17: Ethics of Serious IllnessCM #18: Self-Awareness Within the Training ExperienceCM #19: Self-Care and ResilienceCM #20: TeachingCM #21: Scholarship, Quality Improvement, and ResearchCM #22: Career Preparation11121314Table. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16The information presented and opinions expressed herein are those of the editors and authors and do not necessarily represent the views of theAmerican Academy of Hospice and Palliative Medicine. Any recommendations made by the editors and authors must be weighed against thehealthcare provider’s own clinical judgment. Published in the United States by the American Academy of Hospice and Palliative Medicine, 8735W. Higgins Road, Suite 300, Chicago, IL 60631. 2018 American Academy of Hospice and Palliative MedicineAll rights reserved, including that of translation into other languages. This publication is intended for institutional use in the training anddevelopment of hospice and palliative medicine practitioners. AAHPM grants limited, revocable, nonexclusive license to use and/or adapt thispublication to meet the needs of the user and/or the user’s institution without written permission from AAHPM. AAHPM exclusively reserves theright to reproduce, distribute, and made derivative works or translations. Under no circumstances may this product or any adapted work createdfrom this product by or for the user or user’s institution be distributed or sold to third parties without the express written permission of AAHPM.By downloading and using this product and/or making any additions, omissions, or revisions to it, user and/or user’s institution indemnifies andholds harmless AAHPM, its directors, officers, members, and employees and the authors and editors of this product from and against alldamages, liabilities, costs, and expenses (including attorney’s fees) incurred by AAHPM, its directors, officers, members, and employees and theauthors and editors of this product as a result of any claim arising out of or in connection with any additions, omissions, or revisions made to thisproduct or use of it.
AcknowledgmentsHPM Curricular Milestones/EPAs WorkgroupJillian L. Gustin, MD FACP FAAHPM, Co-ChairThe Ohio State University Wexner MedicalCenterColumbus, OHLindy H. Landzaat, DO FAAHPM, Co-ChairUniversity of Kansas Health SystemKansas City, KSMichael D. Barnett, MD MS FAAP FACPFAAHPMUniversity of Alabama at BirminghamBirmingham, ALGary T. Buckholz, MD HMDC FAAHPMUniversity of California, San DiegoSan Diego, CAJennifer M. Hwang, MD MHSThe Children’s Hospital of PhiladelphiaPhiladelphia, PAStacie K. Levine, MD FAAHPMUniversity of Chicago MedicineChicago, ILLaura J. Morrison, MD FAAHPMYale University School of MedicineNew Haven, CTTomasz Okon, MDMarshfield ClinicMarshfield, WISteven “Skip” Radwany, MD FACP FAAHPMSumma HealthAkron, OHHolly B. Yang, MD MSHPEd HMDC FACP FAAHPMScripps HealthSan Diego, CAWith content, process, and administrativesupport fromDawn M. LevreauAmerican Academy of Hospice and PalliativeMedicineChicago, ILThis project was made possible with funding from theAmerican Academy of Hospice and Palliative Medicine.03.08.18 HPM CMsPage 3
IntroductionThe Accreditation Council for Graduate Medical Education (ACGME) provided a new framework ofcompetency-based medical education called the Next Accreditation System (NAS) in 2012 that includedthe introduction of “measurement and reporting of outcomes through the educational milestones.”1The ACGME has described two different types of milestones2: reporting and curricular. Around the sametime, the concept of Entrustable Professional Activities (EPAs)3 spread as a means to help informfaculty’s competency-based decisions regarding supervision. The American Academy of Hospice andPalliative Medicine (AAHPM) convened a national workgroup to develop these milestone and EPAelements for our field. The first version of Hospice and Palliative Medicine (HPM) EPAs was completed in2015 (aahpm.org/uploads/HPM EPAs Final 110315.pdf).4 The following document outlines 22curricular milestones (CMs) for HPM, which were informed by HPM fellowship program directors’feedback. To clarify terminology, distinctions between the two types of milestones are detailed below.Curricular MilestonesCMs showcase a potential fellowship curriculum. Unlike reporting milestones (RMs), CMs areoptional for programs. They do not require any reporting or have a standard format. Theauthors have opted to offer them here as an outlined list. HPM has benefited from earlydevelopment of HPM-specific competencies for adult5,6 and pediatric training.7,8 Thesecompetencies are specific, detailed, and certainly helped inform the development of this firstiteration of CMs and EPAs. The CMs are different from the competencies in that theyintentionally are grouped into broad topics and educators may consider them to be “teachableunits.” Thus, a CM is intended to be more extensive than a solitary teachable moment orlecture, and elements may be taught over multiple points in time during the fellowship year. Inthis way, CMs may be useful as a repository of shared knowledge and as a guide for educatorsstarting fellowship programs or those reassessing fellowship curricula.Reporting MilestonesDeveloped by ACGME stakeholders and clinicians, RMs are designed to be logical trajectories ofprofessional development in essential elements of competency.9 ACGME-accredited programssubmit milestone data on each fellow every 6 months. RMs are an ACGME requirement; firstgeneration RMs can be found dPalliativeMedicineMilestones.pdf?ver 201511-06-120530-393.The first-generation milestones sometimes are referred to as the “context-free subspecialtyreporting milestones.” The second-generation of RMs, which will be HPM specific, are underdevelopment with ACGME.Development of the Curricular MilestonesThe AAHPM-convened workgroup comprised 10 HPM physician education leaders who represented adiversity of experience in practice setting, geographic location, size of program, years of practice, and03.08.18 HPM CMsPage 4
patient population (ie, adult and pediatric). The workgroup cross-referenced multiple sources to gathercurricular content to inform the set of CMs, which included the Entrustable Professional Activities, HPMCore Competencies Version 2.3, Pediatric HPM Core Competencies Version 2.0, and American Board ofInternal Medicine HPM Certification Examination Blueprint. Using a modified Delphi process, theworkgroup developed 22 CMs with associated subthemes that help interpret the CMs’ meaning andprovide suggestions for more detailed curricular content. The workgroup solicited input about the draftfrom HPM fellowship program directors during a live workshop and from attendees at an open vettingsession at the 2017 Annual Assembly of Hospice and Palliative Care and then sent an electronic surveyto US HPM fellowship program and associate program directors. All feedback data were systematicallyreviewed and considered for incorporation into the document.How to Get the Most Out of the Curricular MilestonesBecause CMs are not required by ACGME, educators may decide how best to use and adapt them totheir specific needs. Moreover, with the evolving nature of healthcare and HPM, educators may viewthe CMs as dynamic. They will require future iterations to incorporate changes in vocabulary (eg,withdrawal of life-sustaining therapy vs withdrawal of non-beneficial therapy, self-care vs resilience),teaching strategies, and concepts as new developments emerge. The following are helpful hints on howto customize the CMs for the unique character, strengths, and resources of individual programs: CMs are organized as thematically based teachable units. You may choose to use some, all, ornone of the CMs to develop or revise a curriculum.Each CM has associated subthemes to help explain its meaning and expand on key curricularelements, and often includes a few examples in parentheses. The subthemes and examples arenot exhaustive. You may add or subtract subthemes and examples to maximize your teaching.Redundancy in the CMs is expected. We recognized that much of the content was relevant tomore than one CM, and therefore included applicable content in multiple CMs.You may lump, split, reorganize, or expand the CMs to fit your program. They are designed tohelp you structure your teaching. Tailor them to your needs.A 1-year curriculum based on the CMs is intended to be sufficiently comprehensive to includemajor content areas.Although it is not required that all CMs will be taught, ACGME program requirements do specifycertain educational components. CMs aim to complement the program requirements.The development of assessment tools is not outlined within the CMs. We encourage innovationin this area.These 22 CMs are a recommended tool to strengthen your program and support a shared curricularstructure across the country. Make them work for you!Sincerely,The HPM Curricular Milestones/EPAs Workgroup03.08.18 HPM CMsPage 5
FAQsCM #4C: Why use the term “proportional sedation” and why combine it with the CM #4: PalliativeCare Emergencies and Refractory Symptoms?Many different terms are used to describe sedation as a strategy to manage severe and refractorysymptoms (eg, palliative sedation, terminal sedation, proportionate sedation, and sedation forintractable distress, to name a few). The AAHPM position statement on palliative sedation defines it asthe “intentional lowering of awareness toward, and including, unconsciousness for patients with refractory symptoms,” in such a way that “the level of sedation is proportionate to the patient's level ofdistress.” We chose to use proportional sedation to underscore the range of approaches required formanaging different levels of symptom burden.Both palliative care emergencies and refractory symptoms easily could be taught with multiple CMs,such as CM #3 (Addressing Suffering/Distress) and CM #17 (Ethics of Serious Illness). We placedproportional sedation in CM #4 to highlight its parallels to palliative care emergencies. Both areinfrequent and often significant events that require tremendous skill to adequately manage the distressof patients with severe symptoms.CM #7: Why are there not more commonly used mnemonics for Fundamental Communication Skillsand Attending to Emotion?Communication with close attention to the emotions of our patients and their families is a fundamentalskill in palliative care. The robust literature on how to teach these skills includes mnemonics (eg, SPIKES,NURSE), teaching strategies (eg, role play, checklists), and conceptual models (eg, appreciative inquiry,patient-centered care), to name a few. The examples in this CM are ideas that you may choose to use,modify, or reject in your curriculum on communication skills.CM #12: Why should fellows demonstrate leadership and facilitation skills within interdisciplinaryteamwork? Isn’t that a physician-centric view?HPM requires strong team work. Not all interdisciplinary teams function the same way; some teams areled by nonphysician faculty members, and others may expect that a physician primarily lead. Even if thephysician is not the designated leader of a team, there will be times when the physician’s facilitation andleadership skills are beneficial. Thus, learning facilitation and leadership skills is a valuable aspect offellowship training and fellows should have the opportunity during training to develop such skills.CM #15B: Should managing patients with comorbid substance use disorders be its own CM?Fellows undoubtedly need to learn how to manage palliative and hospice patients with comorbidsubstance use disorders. Educators may consider adding context—such as managing complex pain andsymptoms in the context of a substance use disorder, appropriate referrals to psychiatry or addictionmedicine, etc.—to this subtheme in their particular training program, as appropriate, to make it morerobust. We believe that learning to manage palliative and hospice patients with comorbid substance usedisorders is an important topic to teach, and this is supported in the HPM program requirements.1003.08.18 HPM CMsPage 6
Thus, we have included it as a CM subtheme. Although at this time we chose not to elevate this topic toits own CM, we acknowledge that with the evolving landscape of medicine, there is the potential for achange in emphasis in future revisions.CM #15D: Should fellows have to participate in the investigation of safety events?ACGME HPM program requirements require fellows to participate “as team members in real and/orsimulated interprofessional clinical patient safety activities, such as root cause analyses or otheractivities that include analysis, formulation, and implementation of actions all fellows must receivetraining and participate in the disclosure of patient safety events, real or simulated.”10 Within palliativecare, there are many safety events that should trigger thoughtful analysis and change. An example mightbe a fellow calculating an opioid conversion incorrectly. Team review of the issue might reveal the needfor even simple opioid calculations to always be double-checked by another clinician. Although thisexample might be a near-miss rather than a true error, it qualifies as a safety-related event and maylead to further evaluation with other disciplines within the healthcare system (eg, pharmacy, bedsidenursing, etc.), when appropriate.CM #15E: How do we promote situational awareness and provider safety in different healthcaresettings?Fellows are required to work in inpatient acute care, long-term care, home care, and ambulatorypractice settings. Certain circumstances in each of these settings require a thoughtful approach tomaintaining provider and team safety. Examples could include sitting near the door during a familymeeting with significant conflict, working with the team to have guns safely stored or removed from ahome prior to making visits, using medication lock boxes when needed, and identifying situations wheremaking joint visits with another team member is warranted.CM #16B: What does it mean to fulfill the role of a hospice team physician?The terminology around roles can be confusing because individual hospice agencies may use differentterms for their lead physician role (eg, hospice medical director, chief medical officer) or any physicianworking for the hospice. Although graduating fellows may not have the leadership skills required to bethe lead physician of a hospice agency, they should be able to fulfill the role of a hospice team physician.This includes providing expert palliative medicine for hospice patients, fulfilling physician requirementsin interdisciplinary group meetings, providing medication review, performing certification andrecertification tasks, etc. The EPAs use the term hospice medical director, but given the confusionaround terminology,11 the workgroup elected to use the term “hospice team physician” for the CMs forclarity.CM #17A: How do we cover fundamentals of bioethics in a 1-year program?Many fellows will enter fellowship with an existing framework for teaching the fundamentals ofbioethics. Some programs may wish to confirm that fellows possess basic medical ethics knowledge andensure a common understanding of ethical principles; others may wish to teach more detailed content,such as the historic and legal aspects of common ethical issues, in greater depth.03.08.18 HPM CMsPage 7
CM #20B: Why use the term “basic” instead of “primary” palliative care?“Basic” and “primary” are modifiers often used interchangeably to describe a set of palliative care skillsrequired by nonpalliative-care providers to care for their patients. The concept of “primary palliativecare” was popularized by von Gunten12 and Quill and Abernethy13 to distinguish the fundamental skillset needed by all providers from the more complex skill-set employed by palliative care specialists. Forsimplicity, we chose the term “basic” as a more common word to describe the foundational set ofpalliative competencies that we hope for in our non-HPM providers. With palliative medicine specialistworkforce shortages,14 fellows will need to learn how to help nonpalliative-care colleagues gain orimprove their basic palliative care skills to help as many patients as possible.CM #22: Why is there a CM on Career Preparation?It commonly is accepted that the acquisition of skills, such as the ability to understand billingfundamentals, cost-conscious care, and lifelong learning, will be expected of a graduating HPM fellow.Educators likely are assessing career goals for their fellows during the fellowship year and offeringadvice and mentorship. Even if a fellow will not be starting a new program, understanding concepts thatare necessary for program growth and sustainability, such as quality metrics,15 is of educational value.References1.Philibert I, Nasca TJ. The next accreditation system: stakeholder expectations and dialogue withthe community. J Grad Med Educ. 2012;4(2):276-278.2.Accreditation Council for Graduate Medical Education. Frequently asked questions: nesFAQ.pdf. Published 2015. Accessed February 1,2018.3.Ten Cate O. Nuts and bolts of entrustable professional activities. J Grad Med Educ. 2013;5(1):157158.4.Morrison LJ, Landzaat LH, Barnett MD, et al; American Academy of Hospice and PalliativeMedicine. Hospice and palliative medicine entrustable professional activities.http://aahpm.org/uploads/HPM EPAs Final 110315.pdf. Published 2015. Accessed February 1,2018.5.Arnold R, Billings J, Block S, et al; American Academy of Hospice and Palliative Medicine. Hospiceand palliative medicine core mpetencies/Competencies v. 2.3.pdf. Accessed February1, 2018.6.Morrison LJ, Scott JO, Block SD. Developing initial competency-based outcomes for the hospiceand palliative medicine subspecialist: phase I of the hospice and palliative medicinecompetencies project. J Palliat Med. 2007;10(2):313-330.7.Klick JC, Friebert S, Hutton N, et al. Developing competencies for pediatric hospice and palliativemedicine. Pediatrics. 2014;134(6):e1670-e1677.03.08.18 HPM CMsPage 8
8.Klick J, Friebert S, Hutton N, et al; American Academy of Hospice and Palliative Medicine.Pediatric-hospice and palliative medicine competencies, version s/PedHPM Comp Stand-Alone.pdf. Published2014. Accessed February 1, 2018.9.Nasca TJ, Philibert I, Brigham T, Flynn TC. The next GME accreditation system—rationale andbenefits. N Engl J Med. 2012;366(11):1051-1056.10.Accreditation Council for Graudate Medical Education. ACGME program requirements forgraduate medical education in hospice and palliative amRequirements/540 hospice and palliative medicine 2017-07-01.pdf?ver 2017-05-03-135824-423. Revised July 1, 2017. Accessed February 1,2018.11.Landzaat LH, Barnett MD, Buckholz GT, et al. Development of entrustable professional activitiesfor hospice and palliative medicine fellowship training in the United States. J Pain SymptomManage. 2017;54(4).12.von Gunten CF. Secondary and tertiary palliative care in US hospitals. JAMA. 2002;287(7):875.13.Quill TE, Abernethy AP. Generalist plus specialist palliative care—creating a more sustainablemodel. N Engl J Med. 2013;368(13):1173-1175.14.Lupu D; American ACademy of Hospice and Palliative Medicine Workforce Task Group. Estimateof current hospice and palliative medicine physician workforce shortage. J Pain SymptomManage. 2010;40(6):899-911.15.Dy SM, Kiley KB, Ast K, et al. Measuring what matters: top-ranked quality indicators for hospiceand palliative care from the American Academy of Hospice and Palliative Medicine and Hospiceand Palliative Nurses Association. J Pain Symptom Manage. 2015;49(4):773-781.03.08.18 HPM CMsPage 9
Hospice and Palliative Medicine Curricular MilestonesVersion 1.1NumberCurricular MilestonesCategory1Knowledge of Serious and Complex IllnessPatient Care2Comprehensive Whole-Patient AssessmentPatient Care3Addressing Suffering/DistressPatient Care4Palliative Care Emergencies and Refractory SymptomsPatient Care5Withholding/Withdrawal of Life-Sustaining TherapiesPatient Care6Care of the Imminently DyingPatient Care7Fundamental Communication Skills for Attending to EmotionCommunication8Communication to Facilitate Complex ication10DocumentationCommunication11Grief, Loss, and BereavementCommunication12Interdisciplinary TeamworkHPM Processes13ConsultationHPM Processes14Transitions of CareHPM Processes15Safety and Risk MitigationHPM Processes16Hospice Regulations and AdministrationHPM Processes17Ethics of Serious IllnessProfessional Development18Self-Awareness Within the Training ExperienceProfessional Development19Self-Care and ResilienceProfessional Development20TeachingProfessional Development21Scholarship, Quality Improvement, and ResearchProfessional Development22Career PreparationProfessional Development03.08.18 HPM CMs. Developed by the HPM Curricular Milestones/EPAs Workgroup (Jillian L. Gustin, MD FACP FAAHPM;Lindy H. Landzaat, DO FAAHPM; Michael D. Barnett, MD MS FAAP FACP FAAHPM; Gary T. Buckholz, MD HMDC FAAHPM;Jennifer M. Hwang, MD MHS; Stacie K. Levine, MD FAAHPM; Laura J. Morrison, MD FAAHPM; Tomasz Okon, MD;Steven “Skip” Radwany, MD FACP FAAHPM; Holly B. Yang, MD MSHPEd HMDC FACP FAAHPM) with funding from AAHPM. 2018 American Academy of Hospice and Palliative Medicine. All rights reserved.Page 10
Patient CareCM #1: Knowledge of Serious and Complex IllnessA. Knowledge of disease trajectories (eg, pathophysiology, differential diagnosis, complications)B. PrognosticationC. Scope of palliative treatments for different serious and complex illnesses (eg, surgery, radiation therapy)D. Assessment of benefits and burdens of treatments on the seriously ill patient and familyE. Pharmacology of essential palliative symptom managementF. Advance care planning for specific illnesses and potential advanced therapies (eg, mechanical ventilation,implantable defibrillator, ventricular assist device) across the age spectrumCM #2: Comprehensive Whole-Patient AssessmentA. Assess pain and nonpain symptomsB. Assess decisional capacity and/or developmental stage (eg, cognitive, behavioral, emotional)C. Identify cultural values as they relate to careD. Identify supports and stressors (eg, psychological, psychiatric, spiritual, social, financial)CM #3: Addressing Suffering/DistressA. Manage pain and nonpain symptoms using pharmacologic strategiesB. Manage pain and nonpain symptoms using nonpharmacologic strategies (eg, integrative, interventional,surgical)C. Manage basic psychosocial/spiritual distressCM #4: Palliative Care Emergencies and Refractory SymptomsA. Identify common palliative care emergenciesB. Anticipate, triage, assess, and manage palliative care emergenciesC. Manage proportional sedation for refractory symptomsCM #5: Withholding/Withdrawal of Life-Sustaining TherapiesA. Counsel patient, family, and providers about the process of withdrawal (eg, prognosticate, attend topsychosocial, spiritual, cultural needs of patient/families, promote shared decision-making for goals of care,utilize interdisciplinary team)B. Manage physical symptoms before, during, and after withdrawalC. Orchestrate the technical withdrawalD. Consider issues related to withholding/withdrawal of artificial nutrition and hydration that may differ fromadvanced life-sustaining therapiesE. Attend to personal, team, and other provider reactions (eg, values, emotions)F. Apply ethical and legal standards and institutional culture and policies related to withdrawal of life-sustainingtherapiesCM #6: Care of the Imminently DyingA. Manage physical symptoms during the dying processB. Attend to psychosocial, spiritual, cultural needs of patient/familyC. Collaborate effectively within own and across other interdisciplinary teamsD. Communicate around the time of death (eg, empathic presence, preparing family)E. Attend to self-awareness and self-careF. Attend to post-death care (eg, death pronouncement, note, death certificate, communication with others)03.08.18 HPM CMs. Developed by the HPM Curricular Milestones/EPAs Workgroup (Jillian L. Gustin, MD FACP FAAHPM;Lindy H. Landzaat, DO FAAHPM; Michael D. Barnett, MD MS FAAP FACP FAAHPM; Gary T. Buckholz, MD HMDC FAAHPM;Jennifer M. Hwang, MD MHS; Stacie K. Levine, MD FAAHPM; Laura J. Morrison, MD FAAHPM; Tomasz Okon, MD;Steven “Skip” Radwany, MD FACP FAAHPM; Holly B. Yang, MD MSHPEd HMDC FACP FAAHPM) with funding from AAHPM. 2018 American Academy of Hospice and Palliative Medicine. All rights reserved.Page 11
CommunicationCM #7: Fundamental Communication Skills for Attending to EmotionA. Build rapportB. Acknowledge and respond to emotion (eg, listening vs hearing, compassionate presence and strategic silence,intuition around cues and guiding discussion)C. Acknowledge one’s own emotions and preconceptions (eg, implicit bias)D. Address conflict (eg, among patients, families, other care providers)CM #8: Communication to Facilitate Complex Decision-MakingA. Deliver medical information (eg, serious news, prognosis)B. Elicit patient values and goalsC. Promote shared decision-makingD. Facilitate a family meetingE. Foster adaptive coping (eg, reframe hope, promote resilience, legacy, humor, affiliation, anticipation)CM #9: PrognosticationA. Acknowledge uncertainty and support patients and families facing uncertaintyB. Possess knowledge of individual illness trajectories and potential responses to therapiesC. Formulate prognosis (eg, clinical assessment, utilization of tools, input from other healthcare providers,consequences of failure to prognosticate)D. Communicate prognosis (eg, function, timeframe, quality of life, challenges of communication prognosis,promote prognostic awareness, acknowledge uncertainty)CM #10: DocumentationA. Communicate treatment recommendations professionally and diplomatically to othersB. Understand the relationship between documentation and billing (eg, CPT requirements and ICD coding, medicalcomplexity and time-based billing)C. Document comprehensive hospice and palliative medicine plans (eg, medical decision-making and rationalebehind realistic treatment recommendations, patient and treatment goals, ethical and legal implications)CM #11: Grief, Loss, and BereavementA. Understand risk factors for and types of grief based on age and developmental stage (eg, anticipatory, normal,complicated grief)B. Identify and assess individuals for grief and/or bereavementC. Provide basic support for anticipatory grief and/or bereavementD. Refer for grief and/or bereavement support and therapeutic interventions03.08.18 HPM CMs. Developed by the HPM Curricular Milestones/EPAs Workgroup (Jillian L. Gustin, MD FACP FAAHPM;Lindy H. Landzaat, DO FAAHPM; Michael D. Barnett, MD MS FAAP FACP FAAHPM; Gary T. Buckholz, MD HMDC FAAHPM;Jennifer M. Hwang, MD MHS; Stacie K. Levine, MD FAAHPM; Laura J. Morrison, MD FAAHPM; Tomasz Okon, MD;Steven “Skip” Radwany, MD FACP FAAHPM; Holly B. Yang, MD MSHPEd HMDC FACP FAAHPM) with funding from AAHPM. 2018 American Academy of Hospice and Palliative Medicine. All rights reserved.Page 12
Hospice and Palliative Medicine ProcessesCM #12: Interdisciplinary TeamworkA. Understand and respect role/function of team membersB. Facilitate interdisciplinary team meetings (eg, understand team dynamics, elicit varied and unexpressedopinions)C. Support team members (eg, provide and receive feedback, address conflict, educate)D. Develop and demonstrate leadership skillsCM #13: ConsultationA. Assess and acknowledge institutional/system rules and culture (eg, ethics committe
curricular milestones (CMs) for HPM, which were informed by HPM fellowship program directors’ feedback. To clarify terminology, distinctions between the two types of milestones are detailed below. Curricular Milestones . CMs showcase a potential fellowship curriculum. Unlike reporting
DEPARTMENT DIVISION NAME Family Medicine Palliative Medicine Algu,Kavita Palliative Medicine Arvanitis,Jennifer Palliative Medicine Berman,Hershl (Hal) Palliative Medicine Buchman,Stephen (Sandy) Palliative Medicine Cellarius,Victor Palliative Medicine Goldman,Russell Palliative Medicine Hashemi,Narges Palliative Medicine Howe,Marnie
2014 Inducted as a Fellow in Palliative Care Nursing awarded by the Hospice and Palliative Nurses Association at the Annual Assembly of the American Academy of Hospice and Palliative Medicine and Hospice and Palliative Nurses Association, March 12 -15. San Diego, CA. 2012-2014 Awarded National Palliative Care Research Center . Junior Faculty
Palliative vs Hospice 1 SM Hospice Care vs Palliative Care Easing the burden of illness, Improving quality of life Seasons Hospice and Palliative Care Cheryl Ledesma, FNP-BC Jacklyn Griffin, ACNP-BC Michelle Briggs, FNP-BC SM Objectives
54 good shepherd hospice (fl) 0.22% 55 covenant care 0.21% 56 hospice of michigan 0.21% 57 hospice & palliative care charlotte region 0.21% 58 alacare home health & hospice 0.21% 59 arkansas hospice 0.21% 60 catholic healthcare west 0.21% 61 agrace hospicecare 0.21% 62 msa 0.21% 63 the c
Implementation of Palliative and Hospice Care for Patients with Neurological Diseases Although the examples cited do illustrate that many neurological patients need palliative and hospice care, the terms palliative and hospice are currently
Palliative Care is a specialized medical care for people living with advanced illnesses. It focuses on symptom management. While hospice and palliative care both focus on relief of symptoms, palliative care goes beyond end-of-life care. It is different from hospice, where a patient has to have a 6 month or less prognosis, in that it can
Palliative Care: Goals of Care, Advanced Care Planning & Symptom Management Dr. Toni Cutson MD Director of Hospice & Palliative Medicine DVAHCS Michaelene Moore, MSN, ANP-C, CNS-BC, ACHPN. Jamie Grant, MSW, LCSW (Palliative Care/Hospice Coordinator) Laura
Avow Hospice, Inc. Naples TJC Non-Profit 1,856 Big Bend Hospice, Inc. Tallahassee CHAP Non-Profit 1,651 Catholic Hospice, Inc. Miami Lakes TJC Non-Profit 2,605 Community Hospice of Northeast Florida, Inc. Jacksonville N/A Non-Profit 6,148 Compassionate Care Hospice of Central Florida, Inc. Lakeland CHAP For-Profit 414
