GERONTOLOGY & GERIATRICS EDUCATION最新文献_第10页

Peer observation of teaching: A feasible and effective method of physician faculty development. 同行观摩教学：一种可行且有效的医生教师发展方法。

IF 1.6

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2023-04-01 Epub Date: 2022-02-23 DOI: 10.1080/02701960.2021.2019030

Macy Stockdill, Bailey Hendricks, Michael D Barnett, Marie Bakitas, Caroline N Harada

{"title":"Peer observation of teaching: A feasible and effective method of physician faculty development.","authors":"Macy Stockdill, Bailey Hendricks, Michael D Barnett, Marie Bakitas, Caroline N Harada","doi":"10.1080/02701960.2021.2019030","DOIUrl":"10.1080/02701960.2021.2019030","url":null,"abstract":"Physician faculty learn teaching skills informally while fighting competing professional obligations. One underutilized proven technique to improve teaching skills is peer observation with feedback. We aimed to understand benefits and challenges of a physician faculty development program based on peer observation of teaching and to develop best practice recommendations for future program development. The authors developed a peer observation-based physician faculty development program from 2015 to 2017. Two interviewers conducted and analyzed qualitative interviews with 13 faculty participants and four non-participants using content analysis to identify themes and subthemes in NVivo©. Participant-identified program benefits included conveyed institutional support for teaching, the opportunity for peer observation with direct and timely feedback, the opportunity for community building, and overall program feasibility. Program challenges included competing scheduling demands, variability in feedback quality, and difficulty maintaining engagement for the program duration. Potential areas for improvement included participation incentives, external faculty involvement, assistance with program logistics and administration, and improvement in the consistency of the feedback experience. While peer observation is a valued approach to physician faculty development of teaching skills, competing demands on physicians may still limit program effectiveness. Program sustainability depends on optimizing feedback quality, boosting motivation for participation, and providing administrative support.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":"44 2","pages":"261-273"},"PeriodicalIF":1.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9395544/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9748757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The feasibility and acceptability of a dementia care training program for registered dietitian nutritionists. 注册营养师和营养学家的痴呆症护理培训计划的可行性和可接受性。

IF 1.6

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2023-04-01 DOI: 10.1080/02701960.2022.2105841

Joy W Douglas, Christine Ferguson, Beth Nolan

{"title":"The feasibility and acceptability of a dementia care training program for registered dietitian nutritionists.","authors":"Joy W Douglas, Christine Ferguson, Beth Nolan","doi":"10.1080/02701960.2022.2105841","DOIUrl":"https://doi.org/10.1080/02701960.2022.2105841","url":null,"abstract":"There is a need for more Registered Dietitian Nutritionists (RDNs) trained to provide nutritional care to older adults with dementia who experience mealtime difficulties. The purpose of this single-arm, pre/post pilot study was to adapt a generalized dementia care curriculum to the learning needs of RDNs who work with individuals with dementia and to determine the feasibility and acceptability of the adapted program. Using an existing evidence-based dementia care curriculum, the research team identified learning objectives and content pertinent to the scope of RDNs. The adapted program was piloted with RDNs who work with older adults with dementia. Twenty-five RDNs registered for the training while 80% (20) attended the training and completed the post-training survey. All participants agreed that the module met the learning needs of RDNs who work with older adults with dementia, the two-hour workshop was a good use of their time, and the experience and skills gained would be useful in their work as an RDN. Implementation costs totaled $1,310. Based on the post-training feedback, the adapted program was deemed feasible and acceptable by RDN participants, who also expressed interest in using the module to train other caregivers on providing mealtime assistance to older adults with dementia.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":"44 2","pages":"196-210"},"PeriodicalIF":1.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9389273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The SPEER: An interprofessional team behavior rubric to optimize geriatric clinical care. SPEER:优化老年临床护理的跨专业团队行为准则。

IF 1.6

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2023-04-01 DOI: 10.1080/02701960.2021.2002854

Shelley B Bhattacharya, Dory Sabata, Heather Gibbs, Stephen Jernigan, Nicholas Marchello, Denise Zwahlen, Frances M Yang, Rajib K Bhattacharya, Crystal Burkhardt

{"title":"The SPEER: An interprofessional team behavior rubric to optimize geriatric clinical care.","authors":"Shelley B Bhattacharya, Dory Sabata, Heather Gibbs, Stephen Jernigan, Nicholas Marchello, Denise Zwahlen, Frances M Yang, Rajib K Bhattacharya, Crystal Burkhardt","doi":"10.1080/02701960.2021.2002854","DOIUrl":"https://doi.org/10.1080/02701960.2021.2002854","url":null,"abstract":"Geriatric patients with complex health care needs can benefit from interprofessional (IP) care; however, a major gap in health professional education is determining how to prepare future providers for IP collaboration. Effective IP team behavior assessment tools are needed to teach, implement, and evaluate IP practice skills. After review of IP evaluation tools, the Standardized Patient Encounter Evaluation Rubric (SPEER) was created to evaluate team dynamics in IP practice sites.Independent sample t-tests between faculty and learner SPEER scores showed learners scored themselves 15 points higher than their faculty scores (p < .001). Cronbach's α showed high internal consistency (α = 0.91). Paired t-tests found that learners identified improvements in the team's ability to address the patient's education needs and to allow the patients to voice their expectations. Faculty identified improvements in the teams' ability to make recommendations. Faculty evaluations of learner teams showed improvements in raw ratings on all but two items. Qualitative data analysis for emergent themes showed learners desired team functioning feedback and how teamwork could improve to provide optimal IP care.In conclusion, the SPEER can help faculty and learners identify growth in their teams' ability to perform key IP skills in clinical sites.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":"44 2","pages":"316-328"},"PeriodicalIF":1.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9748738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Using second life to teach health professions students about Alzheimer's Disease: A comprehensive review. 用第二人生来教健康专业的学生阿尔茨海默病:一个全面的回顾。

IF 1.6

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2023-04-01 DOI: 10.1080/02701960.2021.2022660

Liliana Barros Una, Sharon Brangman, Alyssa Indelicato, Alice Krueger, Ann Ludwig, Amy R Slutzky, Telisa Stewart, Lauren J Germain

{"title":"Using second life to teach health professions students about Alzheimer's Disease: A comprehensive review.","authors":"Liliana Barros Una, Sharon Brangman, Alyssa Indelicato, Alice Krueger, Ann Ludwig, Amy R Slutzky, Telisa Stewart, Lauren J Germain","doi":"10.1080/02701960.2021.2022660","DOIUrl":"https://doi.org/10.1080/02701960.2021.2022660","url":null,"abstract":"Increased training is necessary to ensure that the next generation of health care professionals are prepared to effectively and compassionately serve patients with Alzheimer's Disease. Second Life® is a virtual world shown to provide a safe, convenient, and effective environment for teaching health-related content. To date, there has been no comprehensive review of studies using Second Life in education about Alzheimer's Disease. The authors conducted a scoping review of the literature on the use of Second Life in the education of medical, nursing, and health professions students about Alzheimer's Disease. Searches were conducted in PubMed, SCOPUS, and CINAHL. Thirty-two studies containing outcomes of the application of virtual reality and the virtual world Second Life were identified. Studies were classified using the Kirkpatrick Four-Level Training Evaluation Model. Changes in knowledge, attitudes, and confidence (Level 2), were most commonly reported, followed by positive reactions (Level 1). No studies identified system-level results and few examined changes in behavior. While results indicate positive student reactions and enhanced learning from Second Life interventions related to Alzheimer's Disease, they also highlight a need for future research examining outcomes at the higher Kirkpatrick levels.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":"44 2","pages":"243-253"},"PeriodicalIF":1.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9748744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The biography project: Student learning outcomes in aged care life narrative placements. 传记项目:学生在老年护理生活叙事实习中的学习成果。

IF 1.6

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2023-04-01 DOI: 10.1080/02701960.2021.2005038

Catherine Dhavernas

引用次数: 0

We will all age and one day be older adults ourselves: College students' reflections on facilitating compassionate presence (CP) sessions for older adults. 我们都会变老，并且有一天我们自己也会变老:大学生对为老年人提供同情存在(CP)课程的思考。

IF 1.6

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2023-04-01 DOI: 10.1080/02701960.2022.2057968

Angela U Ekwonye, Alvina Brueggemann, Sarah P Gerdes, Kieu M Phi, Vanessa Kloepfer, Pragya Karmacharya, Vy Phung, Safia M Sidek

{"title":"We will all age and one day be older adults ourselves: College students' reflections on facilitating compassionate presence (CP) sessions for older adults.","authors":"Angela U Ekwonye, Alvina Brueggemann, Sarah P Gerdes, Kieu M Phi, Vanessa Kloepfer, Pragya Karmacharya, Vy Phung, Safia M Sidek","doi":"10.1080/02701960.2022.2057968","DOIUrl":"https://doi.org/10.1080/02701960.2022.2057968","url":null,"abstract":"College students are likely to hold negative ageist views and attitudes toward older people. The compassionate presence (CP) intervention could be a promising approach to reduce ageist attitudes that younger adults have of older adults. College students were trained virtually in deep, active, and compassionate listening and were matched with older adults living in assisted-living facilities. The partners met virtually for an hour once per week. Students completed weekly reflections throughout the ten-week intervention. The weekly reflections revealed that students had preconceived notions about older adults before the CP training. After the CP training and throughout the intervention, we noted a positive shift in perception, knowledge, and attitudes toward older adults and aging. Students built meaningful social bonds with older adults, developed strong communication and interpersonal skills, and acquired research and core leadership skills needed for future careers and professional practice.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":"44 2","pages":"298-315"},"PeriodicalIF":1.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9388754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Effect of a dementia friends information session on health professional students' attitudes and knowledge related to dementia. 痴呆症之友信息讲座对卫生专业学生对痴呆症的态度和相关知识的影响。

IF 1.6

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2023-04-01 Epub Date: 2022-10-03 DOI: 10.1080/02701960.2022.2123319

Michelle J Berning, Amy Parkinson, Katelyn M Tessier, Laura Pejsa, Teresa C McCarthy, Edward R Ratner

{"title":"Effect of a dementia friends information session on health professional students' attitudes and knowledge related to dementia.","authors":"Michelle J Berning, Amy Parkinson, Katelyn M Tessier, Laura Pejsa, Teresa C McCarthy, Edward R Ratner","doi":"10.1080/02701960.2022.2123319","DOIUrl":"10.1080/02701960.2022.2123319","url":null,"abstract":"Despite the growing prevalence of dementia, few models of training for health professional students on this topic have been formally evaluated or widely disseminated. The Dementia Friends (DF) initiative is part of a global movement to improve the way people think, act, and talk about dementia. The impact of these sessions on the dementia-related knowledge and attitudes of health professional trainees has not been adequately assessed. Health professional students (medicine n = 70, physical therapy n = 30, pharmacy n = 28) participated in one-hour DF information sessions, offered in-person or via videoconference. The Dementia Attitudes Scale (DAS), a validated 20-item questionnaire, was administered before and after each session. Pre- and post-session DAS scores were compared using a paired t-test. Students' dementia-friendly action plans were analyzed qualitatively. Of 128 students, 102 (80%) completed both the pre- and post-DAS. The mean DAS score increased significantly from 105.8 (12.3) to 120.8 (10.5) following the DF sessions (p < .001). Students' dementia-friendly action plans included improving communication, promoting quality of life, and learning more about dementia. The DF information session model significantly increased the knowledge and positive attitudes of health professional students toward those living with dementia. Further use and study of this model is appropriate.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":"44 2","pages":"185-195"},"PeriodicalIF":1.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10067531/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9401707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Inequities in the care of older adults: Identifying education gaps in geriatric medicine fellowship. 老年人护理中的不公平:识别老年医学奖学金中的教育差距。

IF 1.6

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2023-04-01 DOI: 10.1080/02701960.2022.2047037

Mariah Lyn Robertson, Nicole Mushero, Lindsay Demers, Anna Goroncy, Ryan Chippendale

{"title":"Inequities in the care of older adults: Identifying education gaps in geriatric medicine fellowship.","authors":"Mariah Lyn Robertson, Nicole Mushero, Lindsay Demers, Anna Goroncy, Ryan Chippendale","doi":"10.1080/02701960.2022.2047037","DOIUrl":"https://doi.org/10.1080/02701960.2022.2047037","url":null,"abstract":"The past year amplified inequities in the care of older adults. Milestones focused on social determinants of health (SDOH) are lacking within Geriatric fellowship training. A virtual learning collaborative GERIAtrics Fellows Learning Online And Together (GERI-A-FLOAT) was developed to connect trainees nationwide. To address gaps in education around SDOH, a needs assessment was conducted to inform a curricular thread. A voluntary, anonymous survey was distributed to fellows through a broad network. We sought to understand prior curricula trainees had that were specifically focused on SDOH and older adults. Respondents prioritized topic areas for the curriculum. Seventy-five respondents completed the survey. More than 50% of participants indicated no training on homelessness, immigration, racism, or LGBTQ+ health at any level of medical training, with more than 70% having no training in sexism or care of formerly incarcerated older adults. The most commonly taught concepts were ableism, ageism, and poverty. Respondents prioritized the topic of racism, ageism, and ableism. There is a lack of consistent SDOH curricula pertaining to older adults across all levels of training. This needs assessment is guiding a curricular thread for GERI-A-FLOAT and ideally larger milestones for fellowships. The time is now to prepare future geriatricians to serve as change agents.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":"44 2","pages":"254-260"},"PeriodicalIF":1.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9388745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Path Forward: Refining Gerontology and Geriatrics Education. 前进的道路:完善老年学和老年医学教育。

IF 1.6

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2023-04-01 DOI: 10.1080/02701960.2023.2192395

Rona J Karasik, Carrie Andreoletti, Hallie Baker, Thomas Caprio, Aaron M Ogletree

引用次数: 0

An experimental investigation of a simulated online intergenerational friendship. 模拟在线代际友谊的实验研究。

IF 1.6

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2023-04-01 DOI: 10.1080/02701960.2021.2023810

Ashley Lytle, Jamie Macdonald, Sheri R Levy

引用次数: 6