Of 12 educators, 10 agreed to participate in the evaluation. These included six from palliative care and four from neurology/neuropalliative care backgrounds. One was a nonclinical researcher. Four were from the USA, five were from India, and one was from Europe. Of the educators, three identified as mid-career and seven as senior faculty, ranging from 6 to 33 years of experience. Nine of ten reported an academic affiliation and all reported association with a teaching hospital.
The themes identified were as follows: (1) Bridging the global gap; (2) Getting everybody on board; (3) Defining the educational scope; (4) Investing extensive hours of voluntary time and resources; (5) Benefiting within and beyond the curriculum; (6) Understanding the learner’s experience; (7) Creating a community of shared learning; (8) Adapting future teaching and learning strategies; and (9) Envisioning long term sustainability.
Bridging the global gap
Educators agreed there is a need for education and training in neuropalliative care, though they noted worldwide there are few palliative care courses or the courses are limited to specific health systems or diseases. Educators noted online education and training help to disseminate information to a larger community, as there will be a greater demand for palliative care
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