250 Vol. 41 No. 1 January 2011Schedule with Abstracts

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