Health Professionals' Perceptions of the Contributions of Palliative Care Consultation for Patients with COVID-19.

Background: Palliative care (PC) programs worldwide are involved in caring for patients with coronavirus disease 2019 (COVID-19) with other professionals. Objectives: To determine health professionals' perceptions of the contributions of PC in COVID-19 care, and describe its effect on professionals' psychological distress. Design: Cross-sectional study. Setting/Subjects: Physicians, advance practice providers, nurses, and case managers at two hospitals. Measurements: Seventeen-item questionnaire on demographics, contributions of PC, and psychological distress. Results: Of 427 health professionals invited to participate, 76 responded (18%). Among 64 eligible respondents, 72% were female, 56% were under the age 40, 40.6% were nurses, 28.1% were physicians, and 66% worked in the intensive care unit. The PC team was perceived as helpful in managing pain and other symptoms, coordinating care among providers, discussing end-of-life preferences, communicating with patients and families and supporting the care team. Median self-reported psychological distress was 7 (range 2-10). Twenty-five (39%) participants agreed that PC eased distress by communicating with patients, families, and other professionals, providing guidance in difficult conversations and offering companionship. Among respondents, 84% would likely work with PC in the future. Conclusions: During the COVID-19 pandemic, health professionals perceived PC as helpful in caring for patients and families, and in easing their own psychological distress.

Impact of the COVID-19 Pandemic on the Clinical Learning Environment: Addressing Identified Gaps and Seizing Opportunities.

The clinical learning environment (CLE) encompasses the learner's personal characteristics and experiences, social relationships, organizational culture, and the institution's physical and virtual infrastructure. During the COVID-19 pandemic, all 4 of these parts of the CLE have undergone a massive and rapid disruption. Personal and social communications have been limited to virtual interactions or shifted to unfamiliar clinical spaces because of redeployment. Rapid changes to the organizational culture required prompt adaptations from learners and educators in their complex organizational systems yet caused increased confusion and anxiety among them. A traditional reliance on a physical infrastructure for classical educational practices in the CLE was challenged when all institutions had to undergo a major transition to a virtual learning environment. However, disruptions spurred exciting innovations in the CLE. An entire cohort of physicians and learners underwent swift adjustments in their personal and professional development and identity as they rose to meet the clinical and educational challenges they faced due to COVID-19. Social networks and collaborations were expanded beyond traditional institutional walls and previously held international boundaries within multiple specialties. Specific aspects of the organizational and educational culture, including epidemiology, public health, and medical ethics, were brought to the forefront in health professions education, while the physical learning environment underwent a rapid transition to a virtual learning space. As health professions education continues in the era of COVID-19 and into a new era, educators must take advantage of these dynamic systems to identify additional gaps and implement meaningful change. In this article, health professions educators and learners from multiple institutions and specialties discuss the gaps and weaknesses exposed, opportunities revealed, and strategies developed for optimizing the CLE in the post-COVID-19 world.