Background: There are countless models and curriculums for teaching any topic. This makes each teaching opportunity, especially those in a clinical setting, unique. Our novel curriculum merges both ancient and modern teaching techniques in an interactive, exciting way to engage the presenter and learner.

Aim: Our aim of this project was to increase the learner’s knowledge, skills and attitudes necessary to appropriately consult the palliative care team, as well as learning to measure various performance scales including the Palliative Performance Scale (PPS) and the Edmonton Symptom Assessment Scale (ESAS). 

Methods: Our methods included creating a three-part lecture series with each lecture lasting approximately one hour. The lectures utilized various interactive techniques, including the Socrates method, matching pictures with prompts, broad discussion on the classroom level and gamification. Using a curriculum evaluation in a retrospective pretest format, we determined the measurable effects of the lecture series for each of our educational objectives. The curriculum is currently being disseminated to in-training and attending physicians at neighboring educational institutions.

Results: In our preliminary data, there is a statistically significant increase in the learner’s confidence level when utilizing palliative care appropriately after attending at least two of the three lectures. Our study is ongoing and more data is to be pooled from this longitudinal curriculum project.

Conclusions: After undergoing at least two of the three lectures in this curriculum, there was a statistically significant positive impact with in-training physicians in their understanding of palliative care and hospice medicine. With the spread of a formalized curriculum such as this, we can assure that future patients, including ourselves, will reap all of the benefits that palliative care and hospice medicine has to offer.