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Advancing Geriatrics Education Through a Faculty Development Program for Geriatrics-Oriented Clinician Educators.

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Date
2015-12
Authors
Pinheiro, Sandro O
White, Heidi K
Buhr, Gwendolen T
Elbert-Avila, Katja
Cohen, Harvey Jay
Heflin, Mitchell T
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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.
Type
Journal article
Subject
curriculum development
faculty development
geriatrics education
Permalink
https://hdl.handle.net/10161/13054
Published Version (Please cite this version)
10.1111/jgs.13824
Publication 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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Scholars@Duke

Buhr

Gwendolen Toni Buhr

Associate Professor of Medicine
Quality Improvement in Long-Term Care
Cohen

Harvey Jay Cohen

Professor 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
Elbert-Avila

Katja Ingrid Elbert-Avila

Associate Professor of Medicine
Heflin

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
Pinheiro

Sandro Oliveira Pinheiro

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
White

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
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