Geriatric Provider Education Needs Assessment & Recommendations

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Guide to Tables Table 1. County of Residence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Table 2. Discipline of Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Table 3. Practice Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Table 4. Type of Offering of Geriatric Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Table 5. Personal Learning Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Table 6. Learning Needs of Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Table 7. Preferred Learning Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Table 8. Computer Access . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Table 9. Availability of Internet Access . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Executive Summary The Geriatric Provider Education Needs Assessment was conducted to provide the Maine Geriatric Education Center (Maine GEC) information necessary for designing and improving training opportunities and continuing education offerings in geriatrics and gerontology for Maine’s healthcare providers. Specifically, a survey and analysis of current educational requirements and future educational needs of the full spectrum of geriatric care providers in Maine was conducted. Activities included a review of the literature, population and sample identification, design and pilot test of the survey, implementation, and analysis. The timeline for this needs assessment was January to September 2004. Using an online survey, 286 respondents indicated their preferences in education, course type, and delivery method. While many still prefer to attend a workshop and get away from the workplace, and equally large number indicated their willingness to take an on-line course. Learning needs were identified as knowledge about community resources, geriatric assessment, depression, and end-of-life issues. The online survey methodology was a success and should be used in future data collection efforts. Recommendations based on the results of the assessment are: 1) Identify and/or develop geriatrics training opportunities that meet the identified needs of healthcare providers, and deliver these opportunities in both preferred and new ways; 2) Encourage educational content that leads to a better understanding of the elderly; 3) Provide a central source of continuous information around changes in geriatrics policy, workforce, standards and care and new practice models; 4) Support geriatric training programs for informal caregivers. i.
Page 1 and 2: A White Paper of The Three Papers s
Page 3: Table of Contents EXECUTIVE SUMMARY
Page 7 and 8: other health disciplines and social
Page 9 and 10: contacts included the following: ·
Page 11 and 12: Respondents also reported the scope
Page 13 and 14: IX. DISCUSSION Overall, the results
Page 15 and 16: and longer physical and social cont
Page 17 and 18: APPENDIX 1 - REFERENCES AND ADDITIO
Page 19 and 20: APPENDIX 2 - GEC NEEDS ASSESSMENT M
Page 21 and 22: 7. How many years have you been pro
Page 23 and 24: 19. What is your preferred learning
Page 25: APPENDIX 3 - ANALYSIS OF “OTHER

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