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Krystallidou D, Kersbergen MJ, de Groot E, Fluit CRMG, Kuijer-Siebelink W, Mertens F, Oosterbaan-Lodder SCM, Scherpbier N, Versluis MAC, Pype P. Interprofessional education for healthcare professionals. A BEME realist review of what works, why, for whom and in what circumstances in undergraduate health sciences education: BEME Guide No. 83. MEDICAL TEACHER 2024:1-18. [PMID: 38513054 DOI: 10.1080/0142159x.2024.2314203] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/14/2023] [Accepted: 01/31/2024] [Indexed: 03/23/2024]
Abstract
AIM To provide an evidence-informed program theory (PT) for Interprofessional Education (IPE) that adds to the knowledge base of how IPE in undergraduate health sciences education works. METHODS We undertook a realist review of the literature and synthesis of the evidence combined with stakeholder experience. Our initial program theory (IPT), built around development, delivery and evaluation of IPE interventions, was tested and refined following an in-depth search of the literature and consultation with stakeholders. The literature (2010-2022) was selected based on the realist criteria of relevance and rigor, as well as on conceptual richness of the studies. RESULTS Our PT is built upon 124 CMOs (Context of IPE interventions, Mechanisms that fired within that context, and IPE Outcomes), from 58 studies. Our PT comprises an array of elements found in the Context, including traits and behavioral displays of students and facilitators, and discusses four Mechanisms (feeling responsible, feeling enthusiastic/excited, feeling safe to take risks, and feeling ready), which are likely to lead to outcomes related to the Interprofessional Education Collaborative (sub)competencies. DISCUSSION Results were linked to learning theories to further build our understanding. The PT can serve as a guide for the development, delivery, and evaluation of IPE interventions.
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Affiliation(s)
- Demi Krystallidou
- School of Languages and Literature, Centre for Translation Studies, University of Surrey, Guildford, UK
| | - Maria J Kersbergen
- Department of Dentistry, Radboud University Medical Center, Nijmegen, The Netherlands
- School of Health Studies, Research group Organisation of Healthcare and Social Services, HAN University of Applied Sciences, Nijmegen, The Netherlands
| | - Esther de Groot
- Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
| | - Cornelia R M G Fluit
- Health Academy, Radboud University Medical Center Nijmegen, Nijmegen, The Netherlands
| | - Wietske Kuijer-Siebelink
- School of Education, Research on Responsive Vocational and Professional Education, HAN University of Applied Sciences, Nijmegen, The Netherlands
- Radboudumc Health Academy, Research on Learning and Education, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Fien Mertens
- Department of Public Health and Primary Care, Centre for Interprofessional Collaboration in Education, Research and Practice, Ghent University, Ghent, Belgium
| | | | - Nynke Scherpbier
- Department of Primary and Long-term Care, University Medical Centre Groningen, University of Groningen, Groningen, The Netherlands
| | - Marco A C Versluis
- Department of Obstetrics and Gynaecology, University Medical Center Groningen, Groningen, The Netherlands
| | - Peter Pype
- Department of Public Health and Primary Care, Centre for Interprofessional Collaboration in Education, Research and Practice, Ghent University, Ghent, Belgium
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Park MK, Taylor J, Biernot J, Martin DJ. The Virtual Geriatric Assessment Interdisciplinary Team Project: Interprofessional Geriatric Training Against the Backdrop of COVID-19. J Appl Gerontol 2024:7334648241234496. [PMID: 38379509 DOI: 10.1177/07334648241234496] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/22/2024] Open
Abstract
Interprofessional geriatric education programs enhance trainees' knowledge of older adults, and the valuable contributions health and social care practitioners make to their well-being when specialists work collaboratively. In response to the 2020 COVID-19 pandemic restrictions, in-person geriatric interprofessional education (IPE) programs were redesigned for virtual delivery. Nineteen virtual programs were held between September 2020 and December 2022. Of the 369 health and social care trainees who participated, 67.2% completed both pre- and post-program surveys. Survey instruments included the Interprofessional Collaborative Competency Attainment Survey (ICASS), which measures perceptions associated with patient-centered, team-based, collaborative care. Significant differences were obtained across ICASS domains, including communication, conflict management/resolution, and team functioning, suggesting that virtual programs may enhance attitudes and perceived abilities for interprofessional collaborative practice. Furthermore, participants' perceived understanding of older adult needs improved, as did their interest in geriatrics. Results illustrate that virtual geriatric interprofessional (IP) programs may be viable alternatives to in-person opportunities.
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Affiliation(s)
- Min Kyoung Park
- Department of Gerontology, University of Maryland, Baltimore, MD, USA
| | - Joy Taylor
- Maryland Area Health Education Center (AHEC) West, Cumberland, MD, USA
| | - Julia Biernot
- School of Medicine, University of Maryland, Baltimore, MD, USA
| | - Diane J Martin
- Graduate School, University of Maryland, Baltimore, MD, USA
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Henderson-Kalb JR, Berg-Weger M, Ramel M, Fitzgerald J, Hawthorne K, Vaughn A. A student-led Geriatric Assessment Clinic: Interprofessional education with an older adult population. GERONTOLOGY & GERIATRICS EDUCATION 2023; 44:649-660. [PMID: 36382712 DOI: 10.1080/02701960.2022.2142577] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
Healthcare students have expressed a need for more education on the aging adult population. Interprofessional education (IPE) is a well-known educational model intended to increase students' knowledge, skill, and abilities to use evidence-based practice for improved patient outcomes. At a Midwestern, urban-based university, we have implemented an interprofessional, student-led Geriatric Assessment Clinic in order to allow students in six health professions (including medicine, nutrition, occupational therapy, physical therapy, social work, and speech language pathology) to practically apply their skills in the aging adult population while learning to work with other healthcare professionals. This holistic clinic is free of cost to the aging adults who participate in it. The following article discusses the purpose, implementation, benefits, and limitations of such a clinic as it relates to both the patients who attend and the students who participate.
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Affiliation(s)
- Julia R Henderson-Kalb
- Department of Occupational Science and Occupational Therapy, Saint Louis University, St. Louis, MO
| | - Marla Berg-Weger
- Department of Social Work, Saint Louis University, St. Louis, MO
| | | | - Jill Fitzgerald
- Department of Physical Therapy and Athletic Training, Andrea Vaugh: Department of Speech, Language, and Hearing Sciences, Saint Louis University, St. Louis, MO
| | - Kelly Hawthorne
- Department of Physical Therapy and Athletic Training, Andrea Vaugh: Department of Speech, Language, and Hearing Sciences, Saint Louis University, St. Louis, MO
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Dansereau L, Campbell M, Addison C. Engaging post-secondary students in a multidisciplinary aging studies interest group. GERONTOLOGY & GERIATRICS EDUCATION 2023; 44:574-587. [PMID: 36117420 DOI: 10.1080/02701960.2022.2123320] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Little is known about student aging interest groups (AIGs) in post-secondary institutions. Our study evaluated awareness of a student aging interest group at a western Canadian university with no gerontology program. Additional goals included assessing interest in joining the AIG, participation rates among group members, and preferences for group activities. Using a mixed method approach we analyzed 13 years of administrative data recording 65 meetings and conducted a survey among group members and nonmember students across the university with a potential interest in aging (n = 52). Almost two-thirds of respondents (n = 33) were nonmembers with most of these (n = 24) having no prior knowledge of the AIG; 77% of students already aware of the AIG learned about it from a professor. Sixty per cent of respondents were in health-related faculties, with the remainder representing multiple disciplines and faculties. Group attendance was strongly influenced by student workloads and schedules, with average attendance rising by 27.3% during the shift to virtual meetings in 2020-21. Our results highlight the interdisciplinary nature of aging studies, the key role faculty members play in informing students about AIGs, and the broad range of interests that students have in issues related to age and aging.
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Affiliation(s)
| | - Megan Campbell
- Community Health Sciences, University of Manitoba, Winnipeg, Canada
| | - Courtney Addison
- Kinesiology and Recreation Management, University of Manitoba, Winnipeg, Canada
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5
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Importance of Interprofessional Education for Occupational Therapy. Am J Occup Ther 2022; 76:23997. [PMID: 36706302 DOI: 10.5014/ajot.2022.76s3007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023] Open
Abstract
The purpose of this position statement is to provide recommendations for educators on best practices to embed interprofessional education (IPE) into today's occupational therapy curricula, whether entry level or postprofessional, to bridge academic and clinical learning environments.
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Glassburn S, Frank K, Fulton J, Westmoreland G, Garrison E, Roth S, Litzelman DK. An Interprofessional Yearlong Geriatrics Fellowship Program for Advanced Practice Nursing and Social Work Students. Nurse Educ 2022; 47:E114-E119. [PMID: 35503465 DOI: 10.1097/nne.0000000000001212] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BACKGROUND The care of older adults with complex medical conditions requires effective team-based care. PROBLEM Nursing and social work students need a curriculum that provides them with immersive experiences in geriatrics to prepare them for competent practice. APPROACH This Geriatric Workforce Enhancement Program supported 5 advanced practice nursing (APN) and 5 master of social work (MSW) student fellows in a 2-semester program, with 3 cohorts completing the fellowship over 3 years (N = 30). OUTCOMES By the completion of the fellowship, students had (1) demonstrated increased knowledge of age-related changes and health problems experienced by older adults, (2) developed clinical competencies in providing patient-centered health care for older adults, and (3) assessed the fellowship as helpful in preparing for interprofessional team care. CONCLUSIONS An interprofessional gerontology fellowship for APN and MSW students can develop knowledge and skills in team-based care for older adults. Recommendations for creating a fellowship curriculum are provided.
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Affiliation(s)
- Susan Glassburn
- Schools of Medicine (Drs Frank, Westmoreland, and Litzelman and Ms Garrison), Nursing (Dr Fulton), and Social Work (Dr Glassburn), Indiana University, Indianapolis; Indiana University Health Physicians, Indianapolis (Dr Litzelman); and Regenstrief Institute, Inc, Indianapolis, Indiana (Ms Roth and Dr Litzelman)
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Zhang WJ, Mansour DZ, Lee M, Brandt NJ. Interprofessional Education and Older Adults in the Shared Virtual Classroom: Lessons Learned During the COVID-19 Pandemic. J Gerontol Nurs 2022; 48:52-56. [PMID: 35914080 DOI: 10.3928/00989134-20220630-04] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
The current article provides an overview of an interprofessional service-learning course that became virtual in the setting of the coronavirus disease 2019 pandemic. Telehealth video technologies were used to build an intergenerational, virtual classroom and increase engagement of older adults with interdisciplinary health professional students. The virtual classroom involved group health education sessions, individualized Medicare wellness visits, and a clinical huddle. The course addressed the public health need for reliable health information during the early days of the pandemic, social connection, and meeting the educational goals for health care students and older adults in a novel virtual setting. Lessons learned for the interdisciplinary team and for engaging older adults included the need for preparation reading, team building exercises, training videos, and telehealth competency checklists. Beyond the pandemic, adoption of virtual methods enables hybrid approaches to interprofessional education and builds competencies for delivery of telehealth and computer-based visits in professional practice settings. [Journal of Gerontological Nursing, 48(8), 52-56.].
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Kangas S, Rintala T, Hannula P, Jämsen E, Kannisto R, Paavilainen E, Jaatinen P. The impact of interprofessional education on students' current and desired competence in diabetes care. Nurs Open 2022; 10:264-277. [PMID: 35880420 PMCID: PMC9748052 DOI: 10.1002/nop2.1301] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2022] [Revised: 06/23/2022] [Accepted: 07/05/2022] [Indexed: 01/04/2023] Open
Abstract
AIM To explore the impact of interprofessional education (IPE) on undergraduate nursing and medical students' knowledge, competence and targeted competence in diabetes care. DESIGN Mixed methods design. METHODS A voluntary IPE course of diabetes management was organized for nursing (n = 15) and medical (n = 15) students, who performed a diabetes knowledge test and self-evaluation of diabetes competence before and after the course and were compared with non-participating students. The participating students' focus-group interviews were analysed using inductive content analysis. RESULTS The IPE course improved nursing students' diabetes knowledge and self-evaluated competence among nursing and medical students. The baseline differences in self-evaluated competence between the groups disappeared. The non-participating students evaluated their competence higher than the participants, though they scored lower or equally in the knowledge test. In conclusion, IPE showed potential in increasing students' self-evaluated competence, motivation to learn more and nursing students' diabetes knowledge, offering better prospects for future interprofessional diabetes management.
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Affiliation(s)
- Sanna Kangas
- Department of Internal MedicineTampere University HospitalTampereFinland,Faculty of Medicine and Health TechnologyTampere UniversityTampereFinland
| | | | - Päivi Hannula
- Department of Internal MedicineTampere University HospitalTampereFinland,Faculty of Medicine and Health TechnologyTampere UniversityTampereFinland
| | - Esa Jämsen
- Faculty of Medicine and Health TechnologyTampere UniversityTampereFinland,Department of GeriatricsTampere University HospitalTampereFinland
| | - Ritva Kannisto
- Department of Internal MedicineTampere University HospitalTampereFinland,School of MedicineUniversity of TampereTampereFinland
| | - Eija Paavilainen
- Department of Health Sciences, Faculty of Social SciencesTampere UniversityTampereFinland,The Hospital District of South OstrobothniaSeinäjokiFinland
| | - Pia Jaatinen
- Department of Internal MedicineTampere University HospitalTampereFinland,Faculty of Medicine and Health TechnologyTampere UniversityTampereFinland,Division of Internal MedicineSeinäjoki Central HospitalSeinäjokiFinland
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Harvey K, Sangrar R, Weldrick R, Garnett A, Kalu M, Hatzifilalithis S, Patocs A, Kajaks T. Interdisciplinary trainee networks to promote research on aging: Facilitators, barriers, and next steps. GERONTOLOGY & GERIATRICS EDUCATION 2022:1-20. [PMID: 35758104 DOI: 10.1080/02701960.2022.2088534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Interdisciplinary education and research foster cross disciplinary collaboration. The study of age and aging is complex and needs to be carried out by scholars from myriad disciplines, making interdisciplinary collaboration paramount. Non-formal, extracurricular, and interdisciplinary networks are increasingly filling gaps in academia's largely siloed disciplinary training. This study examines the experiences of trainees (undergraduate, graduate, and post-graduate students) who belonged to one such network devoted to interdisciplinary approaches to education and research on aging. Fifty-three trainees completed the survey. Among respondents, some faculties (e.g., Health Sciences) were disproportionately represented over others (e.g., Business, Engineering, and Humanities). Most trainees valued their participation in the interdisciplinary network for research on aging. They also valued expanding their social and professional network, the nature of which was qualitatively described in open-text responses. We then relate our findings to three types of social capital: bonding; bridging; and linking. Finally, we conclude with recommendations for the intentional design and/or refinement of similar networks to maximize value to trainees, provide the skills necessary for interdisciplinary collaboration, and foster egalitarian and representative participation therein.
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Affiliation(s)
- Kelsey Harvey
- MacPherson Institute for Leadership, Innovation and Excellence in Teaching, McMaster University, Hamilton, Ontario, Canada
| | - Ruheena Sangrar
- Department of Occupational Science & Occupational Therapy, University of Toronto, Toronto, Ontario, Canada
| | - Rachel Weldrick
- Department of Gerontology, Simon Fraser University, Burnaby, British Columbia, Canada
| | - Anna Garnett
- Arthur Labatt Family School of Nursing, Western University, London, Ontario, Canada
| | - Michael Kalu
- School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada
| | | | - Audrey Patocs
- McMaster Institute for Research on Aging, McMaster University, Ontario, Canada
| | - Tara Kajaks
- School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada
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10
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Promoting Older Adult Health with Interprofessional Education through Community Based Health Screening. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19116513. [PMID: 35682097 PMCID: PMC9180036 DOI: 10.3390/ijerph19116513] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/22/2022] [Revised: 05/17/2022] [Accepted: 05/21/2022] [Indexed: 12/20/2022]
Abstract
IPHARM (ImProving Health Among Rural Montanans) is a university-based community health screening program that provides valuable interprofessional teamwork and clinical skills training for health care students while addressing the health of older adults. Students perform a variety of health care screenings dependent on the health care professions present and the requests of the community group served. Education, counseling, and recommendations for participants are provided by the interprofessional student teams under supervision and guidance from faculty and clinicians. Supported in part by federal grants such as the Health Service and Resource Administration Geriatric Workforce Enhancement Program (HRSA GWEP), IPHARM has provided interprofessional training for over 2100 students and conducted over 30,000 health screenings at 814 different community events. Surveys from students indicate that the experience promotes effective interprofessional team skills related to communication, an increased understanding of the roles and responsibilities of the health care team, and how to positively impact the health of older adults. These interprofessional screening events for older adults, conducted in the community by health professions students and faculty, help prepare the future workforce for collaborative and effective health care delivery. The purpose of this article is to describe the IPHARM objectives, methods, and impact this program has had on the health of older adults and the training of our future health care workforce.
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Washington SE, Malmstrom TK, Bottin E, Cler E, Stallings DT, Berg-Weger M. Perceptions and knowledge of older adults: an analysis of interprofessional education and medically underserved populations. GERONTOLOGY & GERIATRICS EDUCATION 2022:1-15. [PMID: 35437121 DOI: 10.1080/02701960.2022.2067152] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
This study explored an academic Interprofessional Geriatric Case Competition (IGCC) experience with a focus on medically underserved populations. Our aims were to assess: the perceptions of and knowledge of older adult populations; and the overall IPE (Interprofessional Education) experience of the IGCC participants. A multi-method study approach was used, the Facts on Aging Quiz assessed knowledge and the Carolina Opinions on Care of Older Adults (COCOA) assessed perceptions. A qualitative thematic approach was utilized to explore the themes of the IPE experience. There was a moderate correlation (0.37, p < .001) between perception and knowledge data of the respondents (N = 94), current professionals (54%) and enrolled students (46%). The three emerged themes were as follows: interprofessional/holistic practice; culturally responsive/older adult centered practice; and the impact of Covid-19. The implementation of IPE that centers medically underserved populations has the potential to: enhance students learning, influence the quality of care, and provide pathways to working within these specific populations.
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Affiliation(s)
- Selena E Washington
- Department of Occupational Science and Occupational Therapy, Saint Louis University,Doisy College of Health Sciences, St. Louis, Missouri, US
| | - Theodore K Malmstrom
- Department of Psychiatry and Behavioral Neuroscience, Saint Louis University School of Medicine, St. Louis, Missouri, US
| | - Emma Bottin
- Department of Occupational Science and Occupational Therapy, Saint Louis University,Doisy College of Health Sciences, St. Louis, Missouri, US
| | - Emily Cler
- Department of Occupational Science and Occupational Therapy, Saint Louis University,Doisy College of Health Sciences, St. Louis, Missouri, US
| | - Devita T Stallings
- Trudy Busch Valentine School of Nursing, Saint Louis University, St. Louis, Missouri, US
| | - Marla Berg-Weger
- School of Social Work, Saint Louis University, St. Louis, Missouri, US
- School of Medicine, Geriatric Education Center, St. Louis, Missouri, US
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12
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Blebil AQ, Dujaili JA, Mohammed AH, Thiruchelvam K, Lee S, Elkalmi R, Soh YC, Yong A, Roien R. Knowledge and Attitude of Pharmacy Students Regarding Geriatric Care: Questionnaire-Based Analysis in Malaysia. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:95-102. [PMID: 35082550 PMCID: PMC8786339 DOI: 10.2147/amep.s344872] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/17/2021] [Accepted: 01/08/2022] [Indexed: 06/14/2023]
Abstract
INTRODUCTION There is a predicted growth of up to 17% in an older adult of Malaysian above 60 years of age by 2040. This will increase the workload of almost every healthcare provider to ensure optimal geriatric care. PURPOSE This study aimed to assess pharmacy students' knowledge and attitudes towards geriatric pharmacy education and older patients to determine their preparation in delivering appropriate medical care to the geriatric population. METHODS Self-administered questionnaires were distributed among pharmacy students in different Malaysian universities. The survey included several sections to assess multiple aspects such as sociodemographic information, assessment of knowledge using a validated 28-item Geriatric Knowledge Assessment Scale (GKAS), and attitudes towards geriatrics education. RESULTS The response rate was around 70% of the respondents. The mean (± standard deviation) age of the cohort was 22.28 (±1.12) years. Despite around 78% of pharmacy students claiming that their knowledge of geriatric care is adequate, their GKAS score showed that only around 20% have high geriatric knowledge. Around 80% of them showed a positive attitude on the importance of taking courses focused on geriatric care and demonstrated interest to further knowledge and training in geriatric care. However, more than half of the students were uncertain of their answers towards their attitudes regarding older patients. CONCLUSION Given the growing role of pharmacists in the ageing population, this study highlights the importance of geriatric care education among potential pharmacists. Therefore, we urge the need to improve/develop geriatrics education and training into the pharmacy curriculum to ensure sufficient preparation for actual practice after graduation.
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Affiliation(s)
- Ali Qais Blebil
- School of Pharmacy, Monash University Malaysia, Bandar Sunway, Selangor, Malaysia
- Department of Pharmacy, Al Rafidain University College, Baghdad, 10001, Iraq
| | - Juman Abdulelah Dujaili
- School of Pharmacy, Monash University Malaysia, Bandar Sunway, Selangor, Malaysia
- Department of Pharmacy, Al Rafidain University College, Baghdad, 10001, Iraq
| | - Ali Haider Mohammed
- School of Pharmacy, Monash University Malaysia, Bandar Sunway, Selangor, Malaysia
- Department of Pharmacy, Al Rafidain University College, Baghdad, 10001, Iraq
| | | | - Shaun Lee
- School of Pharmacy, Monash University Malaysia, Bandar Sunway, Selangor, Malaysia
| | - Ramadan Elkalmi
- Department of Pharmacology, Faculty of Medicine, Sabha University, Sabha, Libya
| | - Yee Chang Soh
- Global Public Health, Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Bandar Sunway, Malaysia
| | - Audrey Yong
- Faculty of Pharmacy, Mahsa University, Selangor, Malaysia
| | - Rohullah Roien
- Medical Research Centre, Kateb University, Kabul, 1004, Afghanistan
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Glassburn SL, Westmoreland GR, Frank KI, Fulton JS, Garrison E, Roth S, Bo N, Tong Y, Litzelman DK. Preparing advanced learners for geriatric team care: A short-term curricular model that works. GERONTOLOGY & GERIATRICS EDUCATION 2022; 43:102-118. [PMID: 32715974 DOI: 10.1080/02701960.2020.1795648] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Health outcomes for complex older adults are enhanced by interprofessional collaboration. Funded by a Geriatrics Workforce Enhancement Program (GWEP), an interprofessional team of educators developed a short-term geriatrics experience, including four hours of pre-clinical education and 12-20 hours of immersion in team-based care for advanced learners in nursing (n = 70 APN), social work (n = 48 MSW), and medicine (n = 122 medical students). Content focused on five areas: medication management, dementia, depression, falls, and myths about aging. Learners completed pre/post surveys measuring knowledge of geriatrics, attitudes toward geriatric patients and team care, and post-surveys regarding perceptions of the overall clinical experience. Results showed significant improvement in knowledge and attitudes toward older adults and interprofessional (IP) team practice. Qualitative comments reflected increased empathy toward and enthusiasm for working with older adults, valuing IP teams, and a desire for geriatrics content earlier in their respective curricula.
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Affiliation(s)
| | | | - Kathryn I Frank
- Indiana University School of Medicine, Indianapolis, IN, USA
| | - Janet S Fulton
- Indiana University School of Nursing, Indianapolis, IN, USA
| | - Emilie Garrison
- Indiana University School of Medicine, Indianapolis, IN, USA
| | - Sarah Roth
- Regenstrief Institute, Inc., Indianapolis, IN, USA
| | - Na Bo
- Indiana University School of Medicine, Indianapolis, IN, USA
| | - Yan Tong
- Indiana University School of Medicine, Indianapolis, IN, USA
| | - Debra K Litzelman
- Indiana University School of Medicine, Indianapolis, IN, USA
- Regenstrief Institute, Inc., Indianapolis, IN, USA
- Indiana University Health Physicians, Indianapolis, IN, USA
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14
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A scoping review of the changing landscape of geriatric medicine in undergraduate medical education: curricula, topics and teaching methods. Eur Geriatr Med 2022; 13:513-528. [PMID: 34973151 PMCID: PMC8720165 DOI: 10.1007/s41999-021-00595-0] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2021] [Accepted: 11/20/2021] [Indexed: 11/01/2022]
Abstract
PURPOSE The world's population is ageing. Therefore, every doctor should receive geriatric medicine training during their undergraduate education. This review aims to summarise recent developments in geriatric medicine that will potentially inform developments and updating of undergraduate medical curricula for geriatric content. METHODS We systematically searched the electronic databases Ovid Medline, Ovid Embase and Pubmed, from 1st January 2009 to 18th May 2021. We included studies related to (1) undergraduate medical students and (2) geriatric medicine or ageing or older adults and (3) curriculum or curriculum topics or learning objectives or competencies or teaching methods or students' attitudes and (4) published in a scientific journal. No language restrictions were applied. RESULTS We identified 2503 records and assessed the full texts of 393 records for eligibility with 367 records included in the thematic analysis. Six major themes emerged: curriculum, topics, teaching methods, teaching settings, medical students' skills and medical students' attitudes. New curricula focussed on minimum Geriatrics Competencies, Geriatric Psychiatry and Comprehensive Geriatric Assessment; vertical integration of Geriatric Medicine into the curriculum has been advocated. Emerging or evolving topics included delirium, pharmacotherapeutics, healthy ageing and health promotion, and Telemedicine. Teaching methods emphasised interprofessional education, senior mentor programmes and intergenerational contact, student journaling and reflective writing, simulation, clinical placements and e-learning. Nursing homes featured among new teaching settings. Communication skills, empathy and professionalism were highlighted as essential skills for interacting with older adults. CONCLUSION We recommend that future undergraduate medical curricula in Geriatric Medicine should take into account recent developments described in this paper. In addition to including newly emerged topics and advances in existing topics, different teaching settings and methods should also be considered. Employing vertical integration throughout the undergraduate course can usefully supplement learning achieved in a dedicated Geriatric Medicine undergraduate course. Interprofessional education can improve understanding of the roles of other professionals and improve team-working skills. A focus on improving communication skills and empathy should particularly enable better interaction with older patients. Embedding expected levels of Geriatric competencies should ensure that medical students have acquired the skills necessary to effectively treat older patients.
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15
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Mohammed CA, Anand R, Saleena Ummer V. Interprofessional Education (IPE): A framework for introducing teamwork and collaboration in health professions curriculum. Med J Armed Forces India 2021; 77:S16-S21. [PMID: 33612927 DOI: 10.1016/j.mjafi.2021.01.012] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2021] [Accepted: 01/08/2021] [Indexed: 10/22/2022] Open
Affiliation(s)
- Ciraj Ali Mohammed
- Professor, Microbiology & Course Director, MAHE FAIMER Institute, KMC Health Sciences Library, EDU Building, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - R Anand
- Professor (Respiratory Medicine) & Coordinator (Medical Education), KMC Mangalore, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - V Saleena Ummer
- Associate Professor, Medical Lab Technology, Manipal College of Health Professions, Manipal Academy of Higher Education, Manipal, Karnataka, India
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16
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Fenn N, Mushkat Z, Murray AN, Dimalanta K, Vandiver M, Robbins ML, Hulme J, Dupre AM. Interprofessional education for complex neurological cases. J Interprof Care 2019; 34:784-790. [PMID: 31851543 DOI: 10.1080/13561820.2019.1691159] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
There is a growing necessity for healthcare professionals to collaborate across disciplines in order to adequately treat patients. Interprofessional education (IPE) is one strategy that can be used to strengthen student attitudes, skill mastery, and preparedness toward working in interprofessional teams prior to joining the healthcare workforce. The current study evaluated the effects of a four-session IPE training program for students from four New England universities across nine different health professions. Participants (N = 46) were placed into teams to create an assessment plan, evaluated their patient volunteer, developed a treatment plan, and presented treatment plan decisions to the group. Students reported attitudes, skills and readiness to work on interprofessional teams before and after the training; additionally, students completed a free-response posttest questionnaire. Paired samples t-tests, repeated measures ANCOVA, and thematic analysis were conducted to analyze the data. Results showed that following program completion, participants expressed more positive attitudes toward team collaboration and demonstrated higher skill mastery to function within healthcare teams. The presence of prior IPE experience did not positively or negatively influence changes in attitudes, skills, or readiness from pretest to posttest. Results suggest that this IPE program demonstrated preliminary feasibility and effectiveness by actively improving the attitudes and skills of healthcare students to engage in interprofessional teamwork.
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Affiliation(s)
- Natalie Fenn
- Department of Psychology, University of Rhode Island, Kingston, Rhode Island, USA
| | - Zoe Mushkat
- Department of Psychology, University of Rhode Island, Kingston, Rhode Island, USA
| | - Alexandra N Murray
- Department of Psychology, University of Rhode Island, Kingston, Rhode Island, USA.,Louis Stokes Cleveland Veterans Affairs Medical Center, Cleveland, OH, USA
| | - Kim Dimalanta
- Department of Physical Therapy, University of Rhode Island, Kingston, Rhode Island, USA
| | - Michael Vandiver
- Department of Psychology, University of Rhode Island, Kingston, Rhode Island, USA
| | - Mark L Robbins
- Department of Psychology, University of Rhode Island, Kingston, Rhode Island, USA
| | - Janice Hulme
- Department of Physical Therapy, University of Rhode Island, Kingston, Rhode Island, USA
| | - Anne-Marie Dupre
- Department of Physical Therapy, University of Rhode Island, Kingston, Rhode Island, USA
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17
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Solberg LB, Carter CS, Solberg LM. Geriatric Care Boot Camp Series: Interprofessional education for a new training paradigm. Geriatr Nurs 2019; 40:579-583. [PMID: 31147174 DOI: 10.1016/j.gerinurse.2019.05.010] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2018] [Revised: 05/10/2019] [Accepted: 05/16/2019] [Indexed: 01/10/2023]
Abstract
Interprofessional education of health care professionals caring for older adults is critical to address the unique needs of geriatric patients. An interprofessional education program - the Geriatric Care Boot Camp Series ("Series") - was designed for health care professionals to fill this education gap. The program consisted of three half-day, intensive boot camps conducted over a one-year period. A total of 112 learners participated; more than half were nurses. Data analysis revealed statistically significant increases following each boot camp in attendees' reported knowledge about caring for older adults; statistically significant increases in comfort caring for older adults were also seen among participants in two boot camps. Attendees found the interprofessional nature of the program beneficial and said they would attend a similar program again. The Series is easily replicable, appealing to the target audience, and fulfills the need to better educate health care professionals on caring for older adults.
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Affiliation(s)
- Lauren B Solberg
- University of Florida College of Medicine, Gainesville, FL, USA.
| | | | - Laurence M Solberg
- University of Florida College of Medicine, Gainesville, FL, USA; Malcom Randall Veterans Affairs Medical Center, Geriatric Research Education and Clinical Center (GRECC), Gainesville, FL, USA
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