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1. Describe how psychological concepts, such as formulation and countertransference, can inform and enrich therapeutic efficacy in palliative care. 2. Practice the application of concrete psychologically-informed strategies and techniques to elevate routine palliative care practice. This interactive workshop introduces practitioners to several high-yield psychological concepts that can be incorporated into daily palliative care practice. Participants will develop working knowledge in creating a formulation of a patient's and family's unique psychological composition, which guides interactions more effectively with patients and referring clinicians. This interprofessional workshop will employ diverse clinical vignettes to raise our self-awareness of countertransference (i.e. emotions and reactions toward our patients) to enhance inclusivity and sustainability of practice. Finally, participants will acquire several clinical techniques of therapeutic presence and using one's own self as a therapeutic tool. [ABSTRACT FROM AUTHOR]

1. List 5 mental health competencies in which they already have expertise. 2. Identify 2 potential sources for further learning when a physician has a relative lack of expertise in a mental health competency (i.e. a licensed clinical social worker on their existing clinical team, journal articles in the palliative medicine or mental health literature, a consult-liaison psychiatrist with shared patient populations, etc). Hospice and palliative medicine physicians aim to support patients' whole-person quality of life, but our training emphasizes physical symptoms. We used an expert panel to develop primary mental health competencies for palliative care physicians, which will undergo iterative rounds of voting from a larger stakeholder cohort for prioritization. Psychological and psychiatric care is a core domain of palliative care. Palliative care clinicians manage common psychological and psychiatric symptoms and use concepts from mental health in serious illness communication. Despite growing interest in the mental health aspects of palliative care, recent data demonstrate that training in mental health for hospice and palliative medicine (HPM) physician fellows is variable. Few guidelines exist to define scope of practice and educational goals. The lack of operationalized criteria to guide training of HPM physicians is a barrier to upskilling the HPM workforce and meeting the mental health needs of patients with serious illness. To delineate preliminary HPM physician competencies in the psychological and psychiatric aspects of palliative care. We used a purposive sampling strategy to convene a cohort of interdisciplinary experts in various domains of mental health and palliative care including experts in palliative care social work, psychology, bereavement, geriatric psychiatry, psycho-oncology, addiction medicine, and medical education. Our expert panel collaboratively created a framework and proposed competencies, which were then iteratively refined by the first and senior authors (LP, DS) through individual meetings with each group member. Leveraging the input of the expert panel, an organizational framework was developed. Competencies were organized into (A) psychological foundations of serious illness (18 competencies and sub-competencies), (B) diagnosis and management of mental health disorders in serious illness (44 competencies and sub-competencies), and (C) systems-based practice (8 competencies and sub-competencies). These proposed competencies will undergo vetting by a larger stakeholder cohort to identify those deemed most important. We present initial HPM physician competencies in psychological and psychiatric care, a highly significant but under-delineated domain of HPM practice. These competencies will undergo further vetting to identify priorities for developing educational content and to help define scope of practice. Workforce / Career Development / Scientific Research [ABSTRACT FROM AUTHOR]

Outcomes: 1. Upon completion, participants will be able to define psychodynamic concepts and describe the benefits of these principles for palliative medicine clinicians reflecting on cases at an interdisciplinary team meeting 2. Upon completion, participants will be able to identify strategies to enrich palliative care clinician clinical approaches and plans of care addressing psychosocial needs and concerns The interdisciplinary team (IDT) meeting is a weekly centerpiece for many palliative care groups and offers clinical and interpersonal support for complex patient care experiences. While there is substantial variability in location, duration, session components, and attendance, most palliative care teams use the IDT meeting to build community, create space for reflection, and provide high-quality clinical care through interdisciplinary inquiry. Coming from a rich intellectual tradition, the psychodynamic model considers the conscious and unconscious forces of the mind that interact to drive our feelings and behaviors. These concepts are particularly high-yield in emotionally charged encounters with seriously ill patients and their families. From our training in different disciplines within mental health, we find that applying concepts from the psychodynamic tradition can deepen the IDT encounter and add nuance to discussions of psychosocially complex patients and families. The entire structure of this session is a simulated IDT to demonstrate a psychodynamically informed case discussion. One clinician will present a typical case from inpatient palliative care consultation and two interdisciplinary colleagues will ask questions and offer suggestions based on the psychodynamic principles of frame, formulation, and countertransference. Prior to beginning the simulation, participants will break into small groups according to their interest in the three psychodynamic principles and engage with the simulation according to their chosen concept. The simulation will be punctuated by frequent pauses to explicate and apply the psychodynamic principles, while engaging audience participation. Both presenters and participants will be empowered to call a "time out" and "time in" to pause the simulation to discuss the concepts and their application. Through understanding the application of psychodynamic principles, participants will gain new psychologically informed knowledge and tools for IDT meetings bolstering care for patients and families. [ABSTRACT FROM AUTHOR]