The different levels of learning about dying and death: an evaluation of a personal, professional and interprofessional learning journey

Figures & data

Table

Practice points
•The design of this workshop was successful in leading the students to discover their personal, professional and interprofessional roles and will be repeated for future workshops.
•Appreciation of the roles of other professions can be promoted by interprofessional learning at an undergraduate level.
•The workshop promoted the opportunity for interprofessional learning and working in practice areas.
•The enthusiasm shown by the students for a wide range of additional topics for interprofessional workshops is extremely encouraging.

Figure 1. Levels to be achieved in interprofessional learning.

Table 1.  Workshop timetable

Trigger exercise	(30 minutes)
Death journey	(45 minutes)
• Confirmation of death
• Death certification
• Last offices
• Grief process
Case studies	(40 minutes)
Case study feedback	(30 minutes)

Figure 2. Reasons for attending workshop (3 students gave > 1 reason).

Figure 3. Students evaluation of individual components.

Figure 4. What students learned most from the workshop (1 social work student gave no answer, 8 medics gave >1 answer).

Table 2.  Suggested topics for interprofessional workshops

Medical students	Social work students
Ethics
Breaking bad news
Confidentiality issues
Appropriate referring	Child protection
How to trigger services	Mental health
Legal obligations	Collaborative working
Dealing with difficult patients and relatives	Working with the elderly
Role of the pharmacist	Addiction
Discharge planning–elderly/psychiatric

Appendix 1. Trigger questionnaire

T1. The first death I remember was the death of:
T2. I was age:
T3. At the time I remember feeling:
T4. The first funeral (or other ritual service related to death) I attended
was for:
T5. I was aged:
T6. The thing I remember most about the experience was:
T7. My most recent loss by death was (person, time, circumstances)
T8. I coped with this loss by:
T9. The most difficult death was the death of:
T10. It was difficult because:
T11. Of the important people in my life now living, the most difficult
death for me would be the death of:
T12. It would be most difficult because:
T13. My main way of coping with loss is:
T14. I know my grief is resolved when I:

Appendix 2. First evaluation form (Time 1)

Q1. What profession are you training in?
Q2. Why did you come today?
Q3. What gaps in your knowledge had ou identified prior to coming?
Q4. Do you feel it has been helpful/worthwhile? Yes/No
Q5. If so, in what way?
Q6. Did you find any parts of the session unhelpful/not worthwhile?
Yes/No
Q7. If so, which part in what way?
Q8. Would you recommend this workshop to your colleagues? Yes/No
Q9. Do you think it should be a compulsory part of your curriculum? Yes/No
Q10. Are there any other professions you would like to see involved in the
Q11. How will you consolidate your knowledge of the death and dying process?

Appendix 3. Second evaluation form (Time 2)

Q1. What profession are you training in?

Q2. Have your read the resource pack?

Q3. Would you prefer to have been given it before the workshop? Yes/No

Q4. If you had been given it in advance, do you think you would have read it? Yes/No

Q5. What did you think of it? (Likert scale)

Q6. What else do you think it should have included?

Q7. Have you had any experience of death and dying since the workshop?

Q8. What effect did it have on your practice?

Q9. When you think back to the workshop, how would you rate the individual components. (Likert scale)

Q10. Would you have preferred this workshop with just your own profession?

Q11. What other topics would you like to cover in interprofessional workshops?

Q12. Any other comments?