GERONTOLOGY & GERIATRICS EDUCATION最新文献_第7页

Emeriti professors' perceptions: qualitative research exploring involvement in university activities. 名誉教授的看法：探讨参与大学活动的定性研究。

IF 0.8

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-01-01 DOI: 10.1080/02701960.2024.2446944

Karen Devereaux Melillo, Ramraj Gautam, Sarawut Sritan, Montri Khumrungsee

{"title":"Emeriti professors' perceptions: qualitative research exploring involvement in university activities.","authors":"Karen Devereaux Melillo, Ramraj Gautam, Sarawut Sritan, Montri Khumrungsee","doi":"10.1080/02701960.2024.2446944","DOIUrl":"https://doi.org/10.1080/02701960.2024.2446944","url":null,"abstract":"In 2020, the UMass Lowell (UML) Age-Friendly University (AFU) campus administered the Age-Friendly Inventory and Campus Climate Survey (ICCS) in partnership with UMass Boston. The results identified a need for campus improvement related to \"involving retired faculty in university activities\" (AFU Principle 9). In response to this finding, an IRB-approved follow-up survey was distributed to UML retired faculty and emeriti professors, the end of which invited respondents to participate in one-hour virtual qualitative interviews to explore the research question: What are the perceptions of retired faculty and emeriti professors regarding AFU Principle 9? Emeriti professor interviews (n = 19) were held in 2021. Four researchers completed the content analyses, which revealed six major themes: promoting intergenerational learning (IGL) activities; considering emeritus group; being proactive; supporting continued UML relationships; meaning of emeritus and preferred engagement; actual and perceived benefits. The findings offer guidance as to how AFU principles can serve as a guide to benefit both retired faculty and emeriti professors, students, and the UML community through understanding of this untapped resource.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-17"},"PeriodicalIF":0.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142915906","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

Developing a community advisory board to combat ageism: Process and preliminary outcomes. 建立社区咨询委员会以打击年龄歧视：过程和初步结果。

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-01-01 DOI: 10.1080/02701960.2024.2447064

Dana P Urbanski, Elma B Johnson, Robbin Frazier, Maby Almiron, Steve Chapman, Tedla Kefene, Amina Keinan, Phyllis Thomas, Joseph E Gaugler, Tetyana P Shippee

{"title":"Developing a community advisory board to combat ageism: Process and preliminary outcomes.","authors":"Dana P Urbanski, Elma B Johnson, Robbin Frazier, Maby Almiron, Steve Chapman, Tedla Kefene, Amina Keinan, Phyllis Thomas, Joseph E Gaugler, Tetyana P Shippee","doi":"10.1080/02701960.2024.2447064","DOIUrl":"10.1080/02701960.2024.2447064","url":null,"abstract":"Ageism - stereotyping, prejudice, and discrimination based on chronological age - is a highly prevalent yet underrecognized form of social discrimination with detrimental effects on healthy aging. Combating ageism is essential for creating an age-friendly society; however, there is no consensus on the optimal approach for doing so. In this manuscript, we posit that community-based participatory research holds promise for addressing and reframing community-level ageism, especially in underserved minoritized communities. To this end, we offer an implementable, adaptable process and model for building community-academic partnerships to combat ageism in diverse communities - using as an example the grassroots anti-ageist work of the University of Minnesota Center for Healthy Aging and Innovation's (CHAI's) Community Advisory Board (CAB). Here, we describe the formation and structure of the CHAI CAB, as well as the development, activities, and preliminary outcomes of its strategic initiative to create a community-led toolkit of resources for combating ageism in diverse cultural communities of the Twin Cities region of Minnesota. We believe our model can be useful for geriatric practitioners and educators to 1) uplift and empower diverse older adults in their communities; 2) promote health equity for underserved populations; and 3) provide rich community-based and experiential learning opportunities for future aging scholars and professionals.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"99-114"},"PeriodicalIF":0.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142915904","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 retirement village experiential learning journey (RV-ELJ): An Australian "case study" in university course curriculum to reduce ageism and promote working with older adults. 退休村体验式学习之旅（RV-ELJ）：澳大利亚大学课程中的 "案例研究"，旨在减少老龄歧视，促进与老年人的合作。

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-01-01 Epub Date: 2024-08-05 DOI: 10.1080/02701960.2024.2384956

Annie Holt, Elizabeth Mortley, Chris Haydock

{"title":"The retirement village experiential learning journey (RV-ELJ): An Australian \"case study\" in university course curriculum to reduce ageism and promote working with older adults.","authors":"Annie Holt, Elizabeth Mortley, Chris Haydock","doi":"10.1080/02701960.2024.2384956","DOIUrl":"10.1080/02701960.2024.2384956","url":null,"abstract":"Background: An aging population means health services are dealing with increasing numbers of older adults, placing challenges on health care systems. Research demonstrates many students who are in the health sciences carry negative views toward older adults, affecting their choice to work with older adults. This study evaluated whether course curriculum via an experiential learning activity that exposed Pre-Medicine students to older adults in retirement villages, improves attitudes to working with older adults upon graduation.Methods: A survey using validated tools namely Australian Aging Sematic Differential (AASD); Relating to Older People (ROPE): Reactions to Aging Questionnaire (RAQ); Geriatric Attitudes Scale (GAS) was implemented. Thematic analysis to evaluate students' reflective essays post placement was conducted (n = 11).Results: There were significant positive shifts in attitudes toward older adults and aging (AASD/GAS), along with improvements in students' self-perceptions of aging supported by qualitative analysis.Discussion: The results support the need for educational interventions like the RV-ELJ model for reducing ageism and encouraging a mind-set shift toward working with older adults. It is important to expose students to settings where older adults live independently to build rapport and breakdown prejudices and stereotypes. This is likely to encourage interest in working with older adults.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"45-61"},"PeriodicalIF":0.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141890400","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 trauma-informed care for older veterans: clinician perspectives on trauma practices and curricular needs. 加强对老年退伍军人的创伤知情护理：创伤实践和课程需求的临床医生观点。

IF 0.8

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-12-02 DOI: 10.1080/02701960.2024.2433205

Kelly A O'Malley, Stella T Park, Maya Tadmor, Katherine Kemp, Anica Pless Kaiser, Hannah M Bashian, Lola Baird, Jennifer A Moye

{"title":"Enhancing trauma-informed care for older veterans: clinician perspectives on trauma practices and curricular needs.","authors":"Kelly A O'Malley, Stella T Park, Maya Tadmor, Katherine Kemp, Anica Pless Kaiser, Hannah M Bashian, Lola Baird, Jennifer A Moye","doi":"10.1080/02701960.2024.2433205","DOIUrl":"10.1080/02701960.2024.2433205","url":null,"abstract":"Trauma-informed care is mandated in long-term care settings in the United States; however, little is known about clinicians' perspectives on trauma-informed care educational needs. To address this gap, we gathered responses to closed- and open-ended questions from two samples who work with older adults: (1) hospice and palliative care staff (N = 279) completing a recurring bi-annual survey, and (2) clinicians from diverse settings (N = 242) responding to live polling during a Veterans Affairs (VA) national webinar. Results of qualitative and quantitative analysis revealed that both routinely screened for trauma history or posttraumatic stress disorder (PTSD). Hospice and palliative care clinicians reported the least confidence in recognizing trauma and responding to trauma disclosures, while one-fifth of VA clinicians reported hesitancy to assess trauma history. Hospice and palliative staff were more confident in their knowledge of effects of trauma and applying the trauma-informed principle of \"respect.\" Both groups expressed interest in additional training, specifically videos, case examples, toolkits, and attention to organizational and personal impacts of working with those with PTSD, aligning with SAMHSA recommendations. Findings identified focal areas for trauma-informed care curriculum; however, future work should fully assess current practices and gaps to inform practical, case-based, and self-efficacy focused curriculum development.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-16"},"PeriodicalIF":0.8,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12127495/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142773535","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

"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 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

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

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。

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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

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 1.3

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":1.3,"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