Tips for Network Provider Engagement in Training

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