GERONTOLOGY & GERIATRICS EDUCATION最新文献_第6页

"I feel more in control of my learning experience:" ungrading as an empowering approach to competency-based gerontological teaching and learning. "我感觉自己更能掌控自己的学习体验："取消评分作为基于能力的老年学教学和学习的一种赋权方法。

IF 0.8

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-10-31 DOI: 10.1080/02701960.2024.2421166

Jenny Inker, Michael J Forder

{"title":"\"I feel more in control of my learning experience:\" ungrading as an empowering approach to competency-based gerontological teaching and learning.","authors":"Jenny Inker, Michael J Forder","doi":"10.1080/02701960.2024.2421166","DOIUrl":"10.1080/02701960.2024.2421166","url":null,"abstract":"Ungrading is a constellation of pedagogical practices that seek to recenter the educational experience of learners as individuals by using detailed feedback rather than grades to assess the achievement of learning competencies. Ungrading practices have been employed in multiple disciplines in response to various concerns about traditional grading, including the tendency of grades to signal the end of learning, the ineffectiveness of grades in assessing competencies, and equity concerns. While the use of ungrading in gerontological teaching and learning appears to be largely unknown, it may offer a potentially powerful and innovative way to support students in attaining and demonstrating AGHE's gerontological competencies. This should be a key concern of all gerontology educators as the main goal is to develop a qualified workforce who can be employed across the aging services sector. A form of ungrading known as grade anarchy was piloted in three master's level gerontology courses and student and instructor feedback was gathered to assess reactions to the pilots. Students were mostly supportive, reporting that they felt less stressed and more motivated to learn, while some preferred traditional grading as they perceived its structure was clearer. The instructor experienced a steep learning curve followed by the observation that ungrading was freeing for the instructor as well, allowing a more individualized approach to student learning that resulted in greater clarity with regard to learners' mastery of the selected AGHE competencies and the course learning objectives.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-13"},"PeriodicalIF":0.8,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142559115","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

Enhancing the diversity and productivity of scientists in aging research: contributions of the Resource Centers for Minority Aging Research, 2018-2023. 提高老龄化研究领域科学家的多样性和生产力：少数民族老龄化研究资源中心的贡献，2018-2023 年。

IF 0.8

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-10-25 DOI: 10.1080/02701960.2024.2421162

Lourdes R Guerrero, Denisse M Huerta, Nadereh Pourat

引用次数: 0

Enhancing trauma-informed care preparation through life story work. 通过生命故事工作加强创伤知情护理准备工作。

IF 0.8

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-10-22 DOI: 10.1080/02701960.2024.2412559

Susan N Nathan, Olivia K Ahrendsen, Jennifer Moye

{"title":"Enhancing trauma-informed care preparation through life story work.","authors":"Susan N Nathan, Olivia K Ahrendsen, Jennifer Moye","doi":"10.1080/02701960.2024.2412559","DOIUrl":"10.1080/02701960.2024.2412559","url":null,"abstract":"Trauma experience is common and may impact health and health care experiences for older adults. As such, training in trauma-informed care (TIC) is essential for health professions trainees. In this paper, we describe the use of life-story work, in the form of the My Life, My Story (MLMS) program as one platform to enhance TIC competencies. Trainees (N = 74) who were physician (57.0%) and other health professions trainees who did MLMS interviews completed a post-experience survey about trauma disclosures and confidence in responding to these. During these interviews, 36.5% of the patients described a traumatic event and 56.8% described a stressful event, framed by the patient as \"ultimately positive\" - leading to resilience (42.6%) or \"ultimately negative\" - leading to negative life outcomes (29.5%), with other responses as not sure or ambivalent. Confidence in responding to trauma disclosures increased following participation in MLMS (t(df = 60) = 5.52, p < .001). Qualitative comments indicated that MLMS helped them recognize the various expressions of trauma and provided insights into possible responses to trauma disclosure, among other TIC competencies. About half (50.8%) of trainees expressed interest in additional resources or training in responding to trauma disclosures. In conclusion, life-story work and MLMS may be one tool to enhance TIC.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-11"},"PeriodicalIF":0.8,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12168048/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510171","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

Equitable outreach: leveraging a university-community partnership for fall prevention training with older adults in rural Texas. 公平推广：利用大学与社区的合作关系，对得克萨斯州农村地区的老年人进行预防跌倒培训。

IF 0.8

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-10-14 DOI: 10.1080/02701960.2024.2416390

Andrew B Crocker, Jennifer J Severance, Sara C Murphy, Austin B Byrd

引用次数: 0

Exploring learning needs for community education among older adults from the perspective of active aging: a qualitative study in rural China. 积极老龄化视角下的老年人社区教育学习需求：一项中国农村地区的定性研究

IF 0.8

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-10-01 Epub Date: 2023-09-05 DOI: 10.1080/02701960.2023.2253179

Yue Gao, Xiaoxiao Mei, Yan Zhang, Rashida Bibi, Yutong Tian, Mengke Gao, Xiaohua Li, Yixin Lu

{"title":"Exploring learning needs for community education among older adults from the perspective of active aging: a qualitative study in rural China.","authors":"Yue Gao, Xiaoxiao Mei, Yan Zhang, Rashida Bibi, Yutong Tian, Mengke Gao, Xiaohua Li, Yixin Lu","doi":"10.1080/02701960.2023.2253179","DOIUrl":"10.1080/02701960.2023.2253179","url":null,"abstract":"Older adults are often excluded from the category of active learning populations in many cultures. However, Active Aging (AA) Framework highlights that regular participation of older adults in community education activities can enhance opportunities for social participation, thereby promoting successful aging within this demographic. This descriptive qualitative study aimed to explore the learning needs for community education among older adults in rural China from the perspective of active aging. Purposive sampling method and maximum difference sampling were used to recruit 18 participants aged 60 and over. Four core themes emerged from the analysis: the need for health knowledge, the need for participating in social activities, the need for social security knowledge, and the need for educational methods. The findings of this study confirm that older adults in a Chinese village setting have diverse learning needs for community education. Awareness of these needs can assist policy makers and healthcare workers in providing tailored curricula and intervention measures to meet their learning needs.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"632-646"},"PeriodicalIF":0.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10152525","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

Beyond knowledge and confidence: A mixed methods evaluation of a Project ECHO course on dementia for primary care. 超越知识和信心：对ECHO项目初级保健痴呆症课程的混合方法评估。

IF 0.8

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-10-01 Epub Date: 2023-11-06 DOI: 10.1080/02701960.2023.2278097

Leland Waters, Dana Sohmer, Roberta E Goldman, Daniel Bluestein, Kelsey Burnham, Phillip G Clark, Patricia W Slattum, Faith Helm, Jane Marks

{"title":"Beyond knowledge and confidence: A mixed methods evaluation of a Project ECHO course on dementia for primary care.","authors":"Leland Waters, Dana Sohmer, Roberta E Goldman, Daniel Bluestein, Kelsey Burnham, Phillip G Clark, Patricia W Slattum, Faith Helm, Jane Marks","doi":"10.1080/02701960.2023.2278097","DOIUrl":"10.1080/02701960.2023.2278097","url":null,"abstract":"Primary care clinicians have an important role in the management of dementia and have expressed interest in continuing education. The authors describe a model they used for providing dementia education in primary care, Project ECHO (Extension for Community Healthcare Outcomes), and an overview of its major features. A partnership including academic institutions and a national healthcare association is then outlined, including the unique features of the ECHO model developed through this partnership. A mixed-methods methodology was used for programmatic evaluation. This use of mixed methods adds vital new knowledge and learner perspectives that are key to planning subsequent ECHO courses related to dementia and primary care. The discussion includes an exploration of the significance of these findings for understanding the motivations of primary care providers for participation in the educational program, as well as the limitations of the current study. A final section explores the next steps in the continued development of the model and its implications for geriatrics education in dementia care, especially the supportive role that ECHO courses can play in meeting the challenges of dementia care.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"552-565"},"PeriodicalIF":0.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71487252","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

Outcomes from an interprofessional, dementia-focused, telementoring program: A brief report. 跨专业、以痴呆症为重点的 Telementoring 计划成果：简要报告。

IF 0.8

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-10-01 Epub Date: 2023-08-30 DOI: 10.1080/02701960.2023.2253175

Julianna Fernandez, Kathryn S Agarwal, Amber B Amspoker, Kyler M Godwin, Erial Green, Sabrina Pickens, Jasmin Lindo, Ali Abbas Asghar-Ali

{"title":"Outcomes from an interprofessional, dementia-focused, telementoring program: A brief report.","authors":"Julianna Fernandez, Kathryn S Agarwal, Amber B Amspoker, Kyler M Godwin, Erial Green, Sabrina Pickens, Jasmin Lindo, Ali Abbas Asghar-Ali","doi":"10.1080/02701960.2023.2253175","DOIUrl":"10.1080/02701960.2023.2253175","url":null,"abstract":"Despite a burgeoning older-adult population, the number of health-care professionals with geriatric expertise continues to lag behind. In 2014, the American Geriatrics Society's position statement encouraged interprofessional training for health-care professionals. Telementoring remotely connects clinicians with specialists for education and group mentoring. This dementia-focused, 11-month, 1-hour each, telementoring program was modeled on the Alzheimer's Association ECHO. Our interprofessional expert panel consisted of a geriatrician, a geriatric psychiatrist, an adult nurse practitioner (with geriatric expertise), two geriatric pharmacists, a licensed social worker (coordinating a dementia day program), and a project coordinator. Learners were residents in family medicine and general psychiatry, physician assistant residents in mental health and geriatric psychiatry fellows (total = 31). There was a significant improvement in learner intentions to change medication prescribing by midpoint assessment (p = 0.04). Learners reported few barriers to incorporating skills they learned. An interprofessional telementoring program can help nongeriatric practitioners improve skills in caring for older adults.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"601-606"},"PeriodicalIF":0.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10902176/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10121572","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

Assessing clinical frailty scale scoring by junior medical learners on an inpatient geriatrics consultation service. 评估老年病学住院会诊服务中初级医学学习者的临床虚弱量表得分。

IF 0.8

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-10-01 Epub Date: 2023-09-03 DOI: 10.1080/02701960.2023.2253180

M Lovett, P Koto, N Shetty

{"title":"Assessing clinical frailty scale scoring by junior medical learners on an inpatient geriatrics consultation service.","authors":"M Lovett, P Koto, N Shetty","doi":"10.1080/02701960.2023.2253180","DOIUrl":"10.1080/02701960.2023.2253180","url":null,"abstract":"The Clinical Frailty Scale (CFS) is incorporated into our institution's comprehensive geriatric assessment (CGA). CGAs and CFS scoring are completed by junior medical trainees on the Geriatric consult service. The agreement between CFS score assignment by junior trainees and Geriatrics trained individuals in this setting is unknown. Importantly, these scores assign a frailty level that impacts care pathways. We conducted a retrospective chart review from April-June 2019. A Geriatric medicine subspecialty resident assigned retrospective CFS scores based on data from the CGA. We compared scores to determine the level of agreement using the Cohen and Conger's Kappa inter-rater agreement metric and assessed whether patient characteristics influenced the likelihood of agreement between raters using a generalized linear model. Medical students assessed 43% (46/108) of patients (n = 13), and 57% (62/108) were assessed by PGY1s (n = 10). Inter-rater agreement measures showed substantial agreement overall and for PGY1s, but dropped to a moderate agreement for medical students. The retrospective inter-rater agreement of the CFS showed substantial agreement overall and decreased when limited to medical students, highlighting the need for interventions to improve the understanding of frailty early in medical training.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"505-514"},"PeriodicalIF":0.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10136272","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 transformative power of participating in Opening Minds Through Art (OMA), an expressive arts program for medical students. 参与通过艺术开放思想（OMA）的变革力量，这是一个为医科学生提供的表达艺术项目。

IF 0.8

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-10-01 Epub Date: 2023-09-18 DOI: 10.1080/02701960.2023.2255537

Cheryl Dellasega, Daniel R George, Elizabeth Lokon

{"title":"The transformative power of participating in Opening Minds Through Art (OMA), an expressive arts program for medical students.","authors":"Cheryl Dellasega, Daniel R George, Elizabeth Lokon","doi":"10.1080/02701960.2023.2255537","DOIUrl":"10.1080/02701960.2023.2255537","url":null,"abstract":"Opening Minds Through Art (OMA) is a standardized expressive arts-based program that improves student attitudes toward persons living with dementia. Understanding how this change occurs is important for both educators and clinicians. In this study, narrative analysis was used to explore the impact of OMA on participating medical students. 111 students at six medical schools accepted an invitation to be part of OMA during the 2018-2020 academic years. After completing the program, participants were asked to write briefly about the impact of their OMA experience on their work as future physicians. These narratives were analyzed to identify themes relevant to the impact of the program. Students described appreciating both pragmatic and novel creative experiences in OMA, which differed from their traditional studies. Themes from the evaluation included: Inter and Intrapersonal Connection and Growth; Mastery of Anticipated Challenges; Acquisition of Knowledge and Skills; and Appreciation of Health Care Team Members. Teaching students to embrace clinical work with challenging and perceived \"difficult\" patients is often unaddressed in the medical school curriculum. This study suggests that the combination of medical knowledge and artistic expression can be used to benefit both students and persons living with dementia.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"524-536"},"PeriodicalIF":0.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10362034","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

Resident-led research: A quality improvement project to improve serious illness conversations. 居民主导的研究：一个质量改进项目，以提高严重疾病的谈话。

IF 0.8

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-10-01 Epub Date: 2023-08-10 DOI: 10.1080/02701960.2023.2246406

Arinea Salas, KerriAnn Boanca, Johanna Purdy, Bryanna De Lima, Mara Peterson, Reed Nerness, Elizabeth Eckstrom, Amy Kwon

{"title":"Resident-led research: A quality improvement project to improve serious illness conversations.","authors":"Arinea Salas, KerriAnn Boanca, Johanna Purdy, Bryanna De Lima, Mara Peterson, Reed Nerness, Elizabeth Eckstrom, Amy Kwon","doi":"10.1080/02701960.2023.2246406","DOIUrl":"10.1080/02701960.2023.2246406","url":null,"abstract":"Skilled conversations regarding end-of-life (EOL) care reduce emotional suffering and increase goal-concordant care. The Ariadne Labs Serious Illness Conversation (SIC) framework is an effective tool for improving EOL communication, but research is lacking on use with resident physicians. This study led by internal medicine residents tested the feasibility and acceptability of training peers in SIC. In 2021, three resident project leaders recruited first and second year internal medicine residents at a single tertiary academic center to receive extracurricular training on the Ariadne Labs SIC Guide. Baseline and post-training surveys were conducted to determine attitudes, barriers, and confidence related to EOL discussions. Initial recruitment efforts were unsuccessful but participation increased from zero to seven after residency administrators approved protected time for SIC training. Six residents (85.7%) completed baseline and post-training surveys. Residents identified lack of time as the key barrier to initiating SIC. Self-reported comfort discussing EOL care and documenting the conversations improved after training. Both resident researchers and participants reported SIC training was valuable and successful. Institutional support with dedicated buy-in, strong faculty mentorship, and committed resident leaders all contribute to successfully implementing a resident-led project.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"499-504"},"PeriodicalIF":0.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9964693","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