Interprofessional Geriatrics Education Program: Train the Trainer Pilot Model
|Balogun SA1*, Fletcher K2 and Bradley EB3|
|1Division of General Medicine, Geriatrics/Palliative Care, University of Virginia Health System, USA|
|2Director Geriatric Nurse Clinical Practice Program Riverside Health System, University of Virginia, USA|
|3University of Virginia School of Medicine, USA|
|Corresponding Author :||Seki AB
Department of Internal Medicine
Division of General Medicine, Geriatrics/Palliative Care
University of Virginia Health System
P.O. Box 800901 Charlottesville, VA, USA
E-mail: [email protected]
|Received April 21, 2014; Accepted June 23, 2014; Published June 25, 2014|
|Citation: Balogun SA, Fletcher K, Bradley EB (2014) Interprofessional Geriatrics Education Program: Train the Trainer Pilot Model. J Gerontol Geriat Res 3:161. doi:10.4172/2167-7182.1000161|
|Copyright: © 2014 Balogun SA, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.|
Background: With the rapid aging of the U.S. population, the proportion of elderly adults far exceeds the capacity of geriatric trained health professionals for care. As a result of this critical shortage, health professionals without formal training in geriatrics, mostly provide care in the elderly. We developed and implemented an Interprofessional Geriatrics Education (IPGE) pilot program for non-geriatric trained clinical health professionals to foster enhanced knowledge and skills in geriatric care. In addition, we utilized a Train-The-Trainer (TTT) model in which participants will then disseminate these best practice principles to others.
Methods: As an initiative of the Virginia Geriatric Education Center, ten health professionals from four disciplines were enrolled in the 40–hour comprehensive, longitudinal educational program using both on line and in class format, with a focus on falls, geriatric syndromes, and transitions in geriatric care, pharmacotherapy and the development of a dissemination project. Participant feedback was through the online platform and exit interviews.
Results: One hundred percent of participants stated that the content met their educational needs, and 81% stated that they intend to make a practice change as a result of the program. On a 5-point Likert scale (poor=1, excellent=5), the participants rated the effectiveness of the teaching sessions (average: 4.6/5.0), the faculty (average: 4.7/5.0), the presentations (4.4/5.0), the syllabi (average: 4.4/5.0), and the use of audio-visuals (average: 4.3/5.0). Overall, participants enhanced their knowledge of clinical geriatric care. They also developed proposals of dissemination projects.
Conclusion: IPGE can be a useful tool in improving geriatric care and provides a meaningful way to train practitioners from multiple disciplines at the same time, who then train others, in an effort to address the shortage in geriatric care providers.