Table 3:
Educational Interventions Used in the Included Studies
| Author, Year | Intervention Population | Intervention (Domains) | Control |
|---|---|---|---|
| Educational of Health Care Providers | |||
| Pelayo-Alvarez et al, 2013 (14) | Primary care physicians | 96-hour online training program for palliative care self-training (communication) | Voluntary traditional palliative care training course |
| Curtis et al, 2013 (15) | Internal medicine residents and fellows, nurses | Brief didactic overview, skills practice using simulation, reflective discussions on palliative and EoL communication (communication) | Usual education |
| Curtis et al, 2011 (16) | Clinicians | Grand rounds, workshops, and video presentations; academic detailing of specific barriers to improving EoL care; implementation of system supports that increased knowledge, enhanced attitudes, and modelled appropriate behaviours (communication, knowledge, and attitudes) | Usual palliative care |
| Education of Informal Caregivers and Patients | |||
| Meyers et al, 2011 (17) | Patients and informal caregivers | Three conjoint in-person educational sessions that addressed a problem known to affect patients with cancer (including physical or psychological symptoms or issues related to resources or relationships) and communicating with the health care team (symptom management) | Usual palliative care |
| Bakitas et al, 2009 (18) | Patients | Educational approach to encourage patient activation, self-management, and empowerment (symptom management and coping skills) | Usual care participants were allowed to use all oncology and supportive services without restrictions, including referral to interdisciplinary palliative care service |
| McMillan et al, 2006 (19) | Informal caregivers | Problem-solving training and therapy (coping skills) | Usual hospice care |
Abbreviation: EoL, end of life.