Advancing Geriatrics Education Through a Faculty Development Program for Geriatrics-Oriented Clinician Educators.
Abstract
Geriatrician and nongeriatrician faculty need instruction as teachers to provide quality
training for a broader community of physicians who can care for the expanding population
of older adults. Educators at Duke University designed a program to equip geriatrician
and nongeriatrician faculty to develop quality educational programs and teach medical
learners about geriatrics. Eighty-three faculty representing 52 institutions from
across the United States participated in mini-fellowship programs (2005-09) consisting
of workshops and 1-year follow-up mentoring by Duke faculty. Participants attended
1-week on-campus sessions on curriculum development and teaching skills and designed
and implemented a curriculum in their home institution. Participant specialties included
general medicine (nearly 50%), family medicine, surgery, psychiatry, rehabilitation
medicine, and emergency medicine. Pre- and postprogram self-efficacy surveys, program
evaluation surveys, and 6- and 12-month progress reports on scholars' educational
projects were used to assess the effect of the Duke mini-fellowship programs on participants'
educational practices. Forty-four scholars (56%) completed the end-of-year self-efficacy
survey and end-of-program evaluation. Self-efficacy results indicated significant
gains (P < .001) in 12 items assessed at 1 week and 1 year. Scholars reported the
largest average gains at 1 year in applying adult learning principles in the design
of educational programs (1.72), writing measurable learning objectives (1.51), and
identifying optimal instructional methods to deliver learning objectives (1.50). Participants
described improved knowledge and skills in designing curricula, implemented new and
revised geriatrics curricula, and demonstrated commitment to faculty development and
improving learning experiences for medical learners. This faculty development program
improved participants' self-efficacy in curriculum design and teaching and enhanced
geriatrics education in their home institutions.
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Journal articlePermalink
https://hdl.handle.net/10161/13054Published Version (Please cite this version)
10.1111/jgs.13824Publication Info
Pinheiro, Sandro O; White, Heidi K; Buhr, Gwendolen T; Elbert-Avila, Katja; Cohen,
Harvey Jay; & Heflin, Mitchell T (2015). Advancing Geriatrics Education Through a Faculty Development Program for Geriatrics-Oriented
Clinician Educators. J Am Geriatr Soc, 63(12). pp. 2580-2587. 10.1111/jgs.13824. Retrieved from https://hdl.handle.net/10161/13054.This is constructed from limited available data and may be imprecise. To cite this
article, please review & use the official citation provided by the journal.
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Show full item recordScholars@Duke
Harvey Jay Cohen
Walter Kempner Distinguished Professor of Medicine, in the School of Medicine
Dr. Cohen's research program includes clinical research relating to aspects of the
pathways to functional decline and reilience with aging, geriatric assessment, and
cancer and anemia in the elderly. Pathways to functional decline are being explored
through the NIA funded Claude Pepper Older Americans Independence Center, and includes
studies of the contributions of age related physiologic change, in particular changes
in inflammatory parameters, comorbid diseases and con
Katja Ingrid Elbert-Avila
Associate Professor of Medicine
Mitchell Tod Heflin
Professor of Medicine
I am currently a Professor with Tenure in the Department of Medicine, a Senior Fellow
in the Duke Center for the Study of Aging and Human Development, and Associate Dean
for Interprofessional Education and Care (IPEC). My career as a leader in Geriatrics
has focused on development, deployment and evaluation of education programs aimed
at health professions learners from a variety of disciplines and introduction of innovative
models of care with a specific emphasis on community-based and pe
Sandro Pinheiro de Oliveira
Professor in Medicine
Dr. Pinheiro directs faculty development activities for clinical and basic science
faculty, designs medical and interprofessional education curricula, coaches/mentors
medical faculty and fellows, and conducts evaluation and research in medical and interprofessional
education. His educational competencies are in the areas of adult learning, instructional
strategies, active learning, curriculum design and evaluation, and qualitative inquiry.
His research activities focus on medical and interpro
Heidi Kay White
Professor of Medicine
Dr. White's clinical expertise involves the care of older adults, especially care
transitions, long-term care, and post-acute care. She services as the Vice-Chief
of Clinical Affairs in the Geriatrics Division At Duke University. She has worked
with peer faculty to develop clinical programs including Peri-operative Optimization
of Senior Health (POSH) and Health Optimization Program for Elders (HOPE) which is
a transitional care program from the hospital to skilled nursing facil
Alphabetical list of authors with Scholars@Duke profiles.

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