Clearly articulate the purpose and goals of the training initiative:

  • What are the patient care priorities driving the education initiative?
  • What are the desired clinical practice changes?
  • Which education gaps need to be filled?
  • Explain why specific training topics are encouraged by role
  • Tie the initiative to available data:
    • Clinician-reported comfort level related to care of patients with serious illness
    • Patient satisfaction or experience scores
    • Clinical outcome measures

Use language that resonates with clinicians and aligns with their challenges, goals and practice styles. Topic- or solution-focused messaging (symptom management, goals of care, orientation) attracts engagement more than general messages about “helpful” palliative care resources. Emphasize:

  • Fewer distressing conversations with patients and families
  • Continuing education credits and maintenance of certification points
  • Expected improvements in job satisfaction/competence

Make it as easy as possible for providers to take the online courses:

  • Provide pre-selected learning pathways with hyperlinks
  • Widely (and regularly) share instructions for creating user accounts, and CAPC contact info for questions

Support and reinforce the training messages in provider network communications:

  • Schedule a virtual session so providers can learn as a group and discuss their responses
  • Embed a case discussion based on the courses into standing meetings
  • Include the training initiative and its progress in:
    • Quality management progress reports
    • Joint Operating Committee meetings
    • Newsletters/Emails/Flyers

Be transparent about progress, and create a sense of joint accountability and accomplishment:

  • Share training completion reports
  • Create friendly competition with contests and prizes
  • Celebrate the completion of required coursework and/or CAPC designations

Engage champions within the practice:

  • Identify the person/people whose goals will be furthered by the completion of the training, ideally with the authority to implement training innovation
  • Identify those in the organization who are passionate about improving patient quality of life, and who have formal or informal authority in the organization

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