e-Poster Presentation Clinical Oncology Society of Australia Annual Scientific Meeting 2021

Developing a personalised professional development program on Advanced Care Planning for oncologists and haematologists (#256)

Candice Donnelly 1 , Anna Janssen 1 , David Currow 2 , Jane Phillips 2 , Paul Harnett 3 , Sally Greenaway 4 , Tim Shaw 1
  1. Faculty of Medicine and Health, University of Sydney, Camperdown, NSW, Australia
  2. Faculty of Health, University of Technology Sydney, Ultimo, NSW, Australia
  3. Crown Princess Mary Cancer Centre, Western Sydney Local Health District , Westmead, NSW, Australia
  4. Supportive and Palliative Medicine, Western Sydney Local Health District, Westmead, NSW, Australia

Background: Advance Care Planning (ACP) is a patient-centred process, facilitated by clinicians to support patients in considering their healthcare priorities. Appropriately facilitated ACP and clear documentation of patient wishes can significantly impact patient experience and quality of death, however, studies have demonstrated a large proportion of palliated patients without ACP. There is a need to improve the clinical workforce capacity in ACP. This project describes the development of a data-personalised professional development program to improve ACP within oncology and haematology. 

Method: The CASE methodology was used to design the professional development program. A workshop and consensus process with Palliative Care experts was used to identify the program curriculum and take-home messages for learning cases. Subsequently a working group of clinical domain experts and educational designers was convened to develop learning cases. The final cases were reviewed by Palliative Care experts. Process mapping interviews will be conducted with Oncologists and Haematologists to understand the context surrounding ACP and documentation of ACP in the Electronic Medical Record (eMR).

Findings: Between October-December 2020, Palliative Care experts (n=3) were engaged to develop the program curriculum and take-home messages. The identified curriculum consists of four foundational components: 1) Recognising who, when and how to have ACP conversations; 2) Facilitating ACP conversations; 3) Communicating ACP with the healthcare team; 4) Documenting ACP in the eMR. From December-July 2021, a working group of domain experts and educational designers (n=5) was convened to develop learning cases for the program. A total of 13 cases were developed for oncologists and haematologists and mapped to eMR data relevant for triggering cases. 

Conclusions: The CASE methodology is applicable for developing learning cases on ACP. Further, it is feasible to map ACP learning cases to eMR data and personalise learning for oncologists and haematologists linked to their recent clinical experiences.