RPD312 - Exploring the Role of Social Work Education in Palliative Medicine Fellowship: A Mixed Methods Survey

Key Message : Although palliative care serves as a model for exemplary interprofessional practice, gaps continue to exist within graduate medical education. This presentation discusses survey results analyzing the role of social work education within hospice and palliative fellowship training and highlights needed intervention to further social work involvement and addressing existing barriers.

Abstract:

Introduction: Palliative care (PC) by design is a model for interprofessional care delivery yet within educational efforts, continued development is needed.(1-2) Current healthcare postgraduate training typically occurs within silos, often lacking in team collaboration and exploration. (3) With palliative care growth nationwide, inclusion of social work within PC teams has increased. (4 )Palliative care social workers (PCSW) serve as psychosocial experts among interprofessional teams, both in clinical practice and education. Despite growth, little is known about the role of PCSWs as educators, particularly within hospice and palliative medicine (HPM) fellowship programs. This presentation discusses results from a survey conducted of HPM fellowship program directors (PDs) and palliative care social workers to better understand social work involvement in HPM training across curricular milestones, views on importance of social work inclusion and existing barriers.


Methods: A mixed-methods electronic Qualtrics survey was distributed to palliative care fellowship program directors (PDs) and PCSWs. Recruitment was conducted via email, listserv distribution, and social media. Data subsequently underwent analysis via SPSS and open-ended responses were coded for thematic analysis.


Results: Complete responses (N=178) included 122 PCSWs and 56 PDs. 95% of PDs reported SW representation on their palliative team; 100% indicated SW involvement in HPM fellow education with 50% reporting PCSW as “quite” or “very” involved. Despite high levels of involvement, over 50% of PCSW responses reported that 5-10% of their time is devoted to teaching each week, with most teaching occurring during bedside rounds (61%) or informally (32%). Time, resource and workload constraints were the most identified barriers to PCSW educational involvement.

Conclusion: PCSWs are essential in the provision of interprofessional education in fellowship training to meet curricular milestones. Results highlight the need for targeted intervention for further inclusion of PCSW in fellow education and to address identified barriers.

References: 1.Blacker S, Head BA, Jones BL, Remke SS, Supiano K. Advancing Hospice and Palliative Care Social Work Leadership in Interprofessional Education and Practice. Journal of Social Work in End-of-Life & Palliative Care. 2016;12(4):316-330. doi:10.1080/15524256.2016.1247771
2.Jones B, Phillips F. Social Work and Interprofessional Education in Health Care: A Call for Continued Leadership. Journal of Social Work Education. 2016;52(1):18-29. doi:10.1080/10437797.2016.1112629
3.Brienza RS, Zapatka S, Meyer EM. The Case for Interprofessional Learning and Collaborative Practice in Graduate Medical Education. Academic Medicine. 2014;89(11):1438. doi:10.1097/ACM.0000000000000490
4.Center to Advance Palliative Care. (2022). Growth of Palliative Care in U.S. Hospitals 2022 Snapshot. New York. https://www.capc.org/documents/download/1031/