Innovations in End-of-Life Care
an international journal of leaders in end-of-life care

A. ORIGINAL TOOLS FROM ERIC WARM:

Intern Orientation Role Plays: DNR Discussions
© 2002 Eric J. Warm MD. Published here with permission

B. WEBSITES RELATED TO THIS ISSUE'S CONTRIBUTORS:

American Academy of Hospice and Palliative Medicine (AAHPM)
www.aahpm.org
The AAHPM is the only organization in the United States for physicians dedicated to the advancement of hospice and palliative medicine, its practice, research, and education. Dr. Robert M. Arnold who wrote the editorial for this issue of Innovations is one of the Academy's directors at large.

End of Life Physician Education Resource Center (EPERC)
www.eperc.mcw.edu/
The purpose of EPERC is to assist physician educators and others in locating high-quality, peer-reviewed training materials. This website supports the identification and dissemination of information on end-of-life training materials (print, Web, and video), publications, conferences, and other opportunities. EPERC is supported by The Robert Wood Johnson Foundation and is located at the Medical College of Wisconsin. Registration is free and users may search the database of peer-reviewed educational materials, submit educational materials to the site, and receive a weekly email newsletter about what is happening in education and training in end-of-life care.

Once registered you can access Fast Facts (from the Educational Materials tab), a collection of one-page summaries of key information on important end-of-life clinical topics for end-of-life educators and clinicians. The Fast Facts concept was developed by this issue's Featured Innovator Dr. Eric Warm, assistant professor of medicine at the University of Cincinnati and faculty member for the "National Internal Medicine Residency Curriculum Project." Since the inception of Fast Facts, other experts have been invited to author Fast Facts on their areas of expertise. More than seventy Fast Facts are now available at this site.

Medical College of Wisconsin, Palliative Medicine Program
National Residency End-of-Life Physician Education Project
www.mcw.edu/pallmed/about1.htm#IMPROJECT
Since 1998, 250 residencies have participated in a one-year project designed to assist residencies in introducing or enhancing an end-of-life curriculum that meets the ACGME training requirements, including the new ACGME core competencies. A team of two to four faculty and residents from each residency program will attend two curriculum workshops, that will help programs develop the educational and clinical structure needed to incorporate end-of-life care into their existing curriculum and evaluation system.

Royal Australasian College of Physicians (RACP)
www.racp.edu.au
Founded in 1938, the RACP is a professional organization for physicians with more than 7,000 fellows and trainees in Australia and New Zealand. The site includes information about training, faculties, resources, and papers on health policy. The RACP has three chapters for specific interest groups, including one for palliative medicine.

University of Cincinnati, Department of Internal Medicine Residency Program
intmed.uc.edu/
One of 20 residency programs at the University of Cincinnati College of Medicine, Featured Innovator Dr. Eric Warm serves as associate program director as well as associate clerkship director for third-year students.

UPMC Comprehensive Palliative Care Program
www.upmc.edu/palliativecare/
Dr. Robert Arnold, author of this issue's editorial, serves as chief of the Section of Palliative Care and Medical Ethics at the University of Pittsburgh School of Medicine, among other responsibilities. The Comprehensive Palliative Care Program at UPMC Health System was featured in Pioneer Programs in Palliative Care: Nine Case Studies , a publication of the Milbank Memorial Fund and The Robert Wood Johnson Foundation.

C. OTHER RELATED WEBSITES:

Accreditation Council for Graduate Medical Education (ACGME)
www.acgme.org
The ACGME is responsible for the accreditation of post-MD medical training programs within the United States. Accreditation is accomplished through a peer review process and is based upon established standards and guidelines. The ACGME Outcome Project examines educational outcomes of residency education.

The Toolbox of Assessment Methods was developed in collaboration with the American Board of Medical Specialties in an effort to improve the evaluation of residents during their residency education programs. It includes a brief description of 13 assessment methods and as well as suggested readings for more in-depth information.

American Bar Association, 10 Legal Myths About Advance Medical Directives
www.abanet.org/aging/myths.html
The ABA Commission on Law and Aging has compiled this list of myths about advance medical directives.

American Board of Internal Medicine (ABIM)
www.abim.org
Founded in 1936, ABIM is the only recognized board in the specialty of internal medicine and is one of the 24 certifying boards of the American Board of Medical Specialties. The ABIM is an independent, nonprofit organization whose certificate is recognized throughout the world as signifying a high level of physician competence. The most current (2001) version of its Policies and Procedures are used to determine a candidate's eligibility for certification.

Center to Advance Palliative Care (CAPC)
www.capcmssm.org
CAPC is a resource for hospitals and health systems interested in developing palliative care programs. The Center serves a broad constituency of providers and interested groups—including physicians, nurses, educators, policymakers, health researchers, payers, students and, ultimately, patients and their families—in an effort to improve the availability and quality of palliative care.

Harvard Medical School, Center for Palliative Care
www.hms.harvard.edu/cdi/pallcare/
The Center's Program in Palliative Care Education and Practice offers an intensive learning experience for physician and nurse educators who wish to become expert in the clinical practice and teaching of comprehensive, interdisciplinary palliative care, as well as to gain expertise in leading and managing improvements in palliative care education and practice at their own institutions. The program is offered twice yearly and is supported in part by an educational grant from The Robert Wood Johnson Foundation.

Medical Education and Didactics Network
www.med-net.nl
MED_NET is a thematic network within the SOCRATES-ERASMUS program of the European Union.

The network offers a forum for discussion and communication among those involved in medical education concerning topics and issues in medical education in Europe. Go to education topics to view a list of relevant reports, case studies, overviews, and data.

Stanford Faculty Development Center (SFDC)
sfdc.stanford.edu/
The Stanford Faculty Development Center (SFDC) trains physician faculty to provide ongoing faculty development in areas critical to medical education and practice, including: clinical teaching, end-of-life care, geriatrics in primary care, medical decision making and preventive medicine. Trained facilitators deliver curricula to colleagues and residents at local, regional, and national levels. The program offers career development opportunities for individual faculty participants and simultaneously provides a mechanism for institutional improvement.

University of California, Irvine, College of Medicine
Residents' Teaching Skills Website
www.ucimc.netouch.com/
The Residents' Teaching Skills Website is in collaboration with the Graduate Medical Education (GME) section of the Association of American Medical Colleges (AAMC). Its development came about on the knowledge that resident physicians provide a large percentage of all teaching that medical students receive. Site includes the Clinical Teaching Perception Inventory^® tool that measures comfort with clinical teaching (registration required; access is free). Additional links to related resources as well as to other programs with similar initiatives.