With Thanks

Endo Pharmaceuticals

National Institutes of Health for support through its R13 grant mechanism:

“Funding for this conference was made possible (in part) by (5 R13 CA126454-01) from the National Cancer Institute. The views expressed in written conference materials or publications and by speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services; nor does mention by trade names, commercial practices, or organizations imply endorsement by the U.S. Government.”

Pfizer

M.D. Anderson Cancer Center

Planning Committee

To be announced

Samuel C. Harvey Lecturer

Talking with Doctors about Death: How do we convince our colleagues that early introduction of palliative care can lead to better outcomes—even for patients who survive?

Kenneth J. Pituch, MD
Professor, University of Michigan, Dept. of Pediatrics
Director, Pediatric Palliative Care Consultation Services
Director, Pediatric Hospital Program

Objectives

At the completion of the session, the attendees will be able to:

1. Identify that too many children, adolescents and young adults die of cancer and related disorders without the benefits of end-of-life planning, optimal symptom control, and family preparedness
2. Familiarize others with examples of ‘best practices’ that lead to better outcomes
3. Delineate ways for health providers and educators to teach each other how to communicate the benefits of palliative care clearly and concisely to patients and families

Abstract

Dr. Kenneth J. Pituch is a respected clinician with an extraordinary gift for teaching students. He seems to delight in finding simple ways to help trainees, especially third-year medical students, make the most of the clinical opportunities presented to them in the clinics, on the wards, in the nursery and in the emergency department. In each of these settings, he has used and modified styles and techniques he observed from his role models as a U-M medical student. Often, Dr. Pituch has said, “I hope that, like them, I can help students stay excited about solving clinical mysteries, forming helpful and warm relationships with families, and continuing their journeys toward becoming medical experts. I never stop finding excellent role models – and some of them are students.” He obviously has a great respect for each learner as a unique person with something useful to contribute to each patient encounter – and combines this respect with an enthusiasm for learning, discussing, questioning and listening. In 2004, under Dr. Pituch’s direction, the U-M Pediatric Hospitalist Service became a 24-hour-a-day, 7-day-a-week service. Today, the service is a model of smoothly integrated patient care and teaching. He assembled a team that ranges from young faculty members who are combining service and teaching with career development, to more seasoned clinicians and teachers who contribute to many Hospital, Medical School and department committees. H e says his classroom is now the inpatient ward – and that it is a rich environment for learning. In addition to teaching rounds, Dr. Pituch gives specific group sessions with patient interactions that focus on improving students’ observations, history taking and physical examination skills. By reviewing each case with his students, he actively works to help them improve their medical documentation and decision-making skills. In 2000, the American Academy of Pediatrics honored Dr. Pituch with its Professional Education Project Award for a teaching technique called the Brief Structured Observation, which provides focused feedback to medical students or residents in busy clinic or ward settings. The technique was developed and tested by Dr. Pituch and two of his former colleagues at Indiana University, and has been taught to IU and U-M faculty, and at national workshops.

Margaret Hay Edwards Award Recipient

To be announced

Best Posters

To be announced

President’s Award for Best Manuscripts

To be announced

Travel Award Recipients

To be announced

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