Table 1

Generic interprofessional learning objectives

Generic interprofessional learning objectivesAcute life-threatening situationsGastrointestinal toxicitiesPainPalliationPlay and activityPrescription and administration of medicine
Mean (range)Mean (range)Mean (range)Mean (range)Mean (range)Mean (range)
ALL PROFESSIONALS (teachers. pedagogues. social workers. physiotherapists. all medical doctors. nurses and other professionals work-worn with children and adolescents with cancer)Identify one’s own professional limitations and ask for help4.7 (3–5)4.6 (3–5)4.5 (3–5)5.0 (3–5)4.4 (3–5)4.5 (3–5)
Identify need for communication with the nurse and/or doctor in charge of patients4.7 (3–5)4.4 (3–5)4.4 (3–5)5.0 (3–5)4.4 (2–5)4.5 (3–5)
Understand and respect the perspectives of colleagues4.4 (3–5)4.4 (3–5)4.5 (3–5)5.0 (3–5)4.6 (3–5)4.4 (3–5)
Bring up problems or tough issues4.4 (3–5)4.2 (3–5)4.1 (3–5)5.0 (3–5)4.3 (3–5)4.1 (2–5)
Communicate in an age-appropriate manner, adjusted to the situation and the patient’s need for and right to information4.4 (2–5)4.1 (1–5)4.1 (2–5)4.5 (2–5)4.4 (3–5)3.6 (1–5)
Listen, appreciate and enquire regarding issues beyond one’s own knowledge and profession4.1 (2–5)4.2 (3–5)4.1 (3–5)5.0 (3–5)4.3 (3–5)4.2 (3–5)
Apply appropriate and targeted communication, taking into account the patient’s mental development and resources4.0 (2–5)3.9 (1–5)4.5 (3–5)4.4 (3–5)3.5 (1–5)
Assess the patients’ need for information3.9 (2–5)3.9 (1–5)3.9 (3–5)4.0 (3–5)4.2 (2–5)3.6 (1–5)
Convey information between and to and from relevant healthcare professionals and patients and their families3.9 (2–5)3.7 (1–5)4.0 (2–5)4.5 (3–5)3.9 (3–5)3.5 (3–5)
Identify dilemmas regarding patient autonomy, involvement and respecting patient confidentiality at ages 15–17, and act according to national legislation3.8 (2–5)4.1 (1–5)4.0 (2–5)4.5 (3–5)4.3 (3–5)3.3 (1–5)
Be part of the team treating the child or adolescent (…)3.2 (1–5)2.9 (1–5)3.8 (2–5)3.5 (2–5)4 (2–5)2.9 (1–5)
ALL DOCTORS AND NURSESIdentify complex management issues and involve other relevant staff, including paediatric oncologists4.3 (1–5)4.2 (1–5)4.2 (1–5)4.2 (1–5)4.1 (1–5)
Initiate, maintain and/or evaluate pharmacological and non-pharmacological treatment4.3 (1–5)3.9 (1–5)4.3 (1–5)4.2 (1–5)
Apply knowledge of relevant local/national /international guidelines/standard operating procedure4.1 (1–5)4.1 (1–5)4.2 (1–5)4.2 (1–5)3.8 (1–5)4.2 (1–5)
Observe and communicate the need to initiate, maintain and evaluate treatment, pharmacological and non-pharmacological4.5 (1–5)4 (1–5)4.4 (1–5)4.2 (1–5)
Collaborate with children and adolescents and their families and significant others in assessment, treatment and evaluation4.3 (1–5)3.9 (1–5)4.4 (1–5)4.2 (1–5)
SPECIALISED PAEDIATRICIANS (not trainee doctors) and EXPERIENCED/SPECIALISED PAEDIATRIC NURSESIdentify need for communication with other relevant staff, including the paediatric oncologist4.4 (1–5)4.3 (1–5)4.3 (1–5)4.3 (1–5)4.1 (1–5)4.2 (1–5)
Communicate strategies to healthcare professionals as well as patients and families4.4 (1–5)4.2 (1–5)4.3 (1–5)4.2 (1–5)3.9 (1–5)
Assume team leadership, within one's own professional capacity4.2 (1–5)4.0 (1–5)4.2 (1–5)4.3 (1–5)3.5 (1–5)
Coordinate and delegate tasks4.4 (1–5)4.1 (1–5)4.2 (1–5)4.3 (1–5)3.7 (1–5)
Assist in identification and resolution of current and potential disagreements between healthcare professionals or between healthcare professional and families3.8 (1–5)4.0 (1–5)4.2 (1–5)4.2 (1–5)3.8 (1–5)