Here - American Geriatrics Society

P OSTER
A BSTRACTS
RESULTS:To date 20 IM residents have completed the rotation
and 85% have completed an evaluation. The average overall
score was 4.6/5. The case presentation and transitional care clinic received
the highest scores of 4.75. Resident feedback has been positive
and constructive, and the module has been modified in response.
Example comments include, “more experiences like this
week would be helpful,” and “great experience and rotation definitely
helps me understand what to focus on and recognize in the
care of elderly patients.”
CONCLUSION:Medical residents express a strong need to
learn about systems-based practice. A geriatrics rotation designed to
underscore competency in systems-based practice has been well received
and helped to address attitudes and gaps in knowledge about
the care of older adults.
A78
Health professional students’ perceived need for interprofessional
geriatric education.
S. B. Bhattacharya, 1 M. Rosso, 1 V. Villareal, 1 C. Obering, 2 M. Eng, 3
M. Peterson, 1 D. Ebbert, 1 R. Bhattacharya. 4 1. Family Medicine,
Division of Geriatric Medicine, Univ of Kansas Medical Ctr, Kansas
City, KS; 2. Pharmacy Practice, Univ of Missouri Kansas City, Kansas
City, MO; 3. Pharmacy Practice, Univ of Kansas Medical Ctr, Kansas
City, KS; 4. Internal Medicine, Univ of Kansas Medical Ctr, Kansas
City, KS.
Background
An Institute of Medicine core competency for all healthcare
professions is the ability “to work in interdisciplinary teams”. In addition,
the Cochrane Library asserts that delivery of care will require
the involvement of multiple health professions due to an aging
population and a shift from acute to chronic care. Consequently,
good interprofessional collaboration to coordinate patient care is
critical.
The Geriatrics Champions Program began in the Fall of 2011 at
the University of Kansas Medical Center to build interprofessional
collaboration in geriatric care utilizing a Team-Based Learning
(TBL) format. This 8 session program was based on the “Minimum
Geriatrics Competencies for IM-FM Residents” (released 6/09). Targeted
audiences were family medicine residents and nurse practitioner,
pharmacy and social work students. Prior to Session 1, we assessed
their perception of the need for interprofessional education
(IPE) in geriatric care and their familiarity with TBL. Here, we present
our results.
Methods
Prior to Session 1, learners completed 2 voluntary and confidential
electronic surveys. The 1st 6 item survey asked about their school
and source of program knowledge. The 2nd 11 item Likert scale survey
asked about their interest and expectations in learning geriatrics
in an IPE and TBL format, as well as their prior experience and perceived
benefit of IPE and TBL.
Results
Eighty-seven of 133 completed the survey including 47 Nursing
(54% of total), 30 Pharmacy (34%), 9 Resident (10%), and 1 Social
Work (1%) student. Most (72%) heard about this program from faculty
and 91% were glad to participate in the program. Despite 53%
and 68% knowing about IPE and TBL, this was the first IPE opportunity
for 87%. Eighty-five (97%) anticipated learning something
new. Most (95%) felt that IPE, and 78% and 76% felt that TBL, was
useful and necessary, respectively.
Discussion
The majority were new to the IPE format, yet anticipated a good
experience. Most felt that IPE was useful, but were less optimistic about
TBL.This data shows learner willingness to engage in IPE and TBL for
geriatric education, in concert with national recommendations.
A79
Geriatrics and Aging through Transitional Environments (GATE)
MS2 Curriculum: Introduction to Geriatric Assessments.
S. Williams, S. Limaye, S. G. Smith, A. Baron. Medicine, University of
Chicago, Chicago, IL.
Supported By: Pritzker School of Medicine Dean’s Award,
University of Chicago
Background:
The GATE curriculum is a 4 year, systems-based curriculum
teaching geriatrics across the spectrum of care settings to medical students.
GATE-2 focuses on outpatient geriatric assessment and communication
skills. Goals are to enhance skills in targeted AAMC
competency domains (falls/balance/gait, health care planning and
promotion, and cognitive and behavioral), and to develop competency-based
evaluation tools and methods.
Methods:
GATE-2 includes a lecture on geriatric assessments and strategies
for: communicating with patients with dementia and caregivers;
conducting advance directive discussions; addressing health literacy,
and; administering geriatric screening tests for depression, physical
function, and cognition. A two hour skills based workshop facilitated
by inter-disciplinary faculty allows role play and skills assessment.
Geriatric SP encounters present challenges assessing patient’s cognition,
depression, and physical function, addressing advance directives
and health literacy, and jointly interviewing patients with dementia
and collateral historian. Encounters are videotaped. Student’s performance
is evaluated verbally by preceptor and SP. Student, SP and
preceptor complete a written, competency-based evaluation of student’s
clinical and interviewing skills.
Results:
Eighty-seven Pritzker MS2 participated in geriatric SP encounters.
In a 360 degree evaluation of geriatric interviewing skills across
cases, there was no difference in self, preceptor and SP evaluations for
Depression, Health literacy and Dementia cases. SP scores were
lower than both preceptor and student self-evaluations for MMSE
and Physical Function cases. Student self-evaluation was lower than
SP evaluation for Advance Directives case. In evaluation of case specific
clinical skills, there was no difference in self, preceptor and SP
evaluations for Depression, Health literacy, Dementia and Advance
Directives cases. For Physical Function and MMSE cases, SP evaluation
was lower than both preceptor and student self-evaluation.
Conclusions:
A 360 degree criterion-based assessment tool provides variable
perspectives of student competencies in discrete assessment and communication
skills. Future work will focus on inter-rater reliability in
assessments via training students, preceptors and simulated patients
on use of instrument.
A80
Increasing Residency Training of Goal-oriented Treatment Options
in Patients with Life-Limiting Illnesses.
T. Lee, 1 Q. Cao, 1 S. Hayes, 2 P. Austin, 1 M. Zafar, 1 R. Newman. 1 1.
Family Medicine, East Carolina University, Greenville, NC; 2. Family
Medicine, Naval Hospital, Jacksonville, FL.
Supported By: HRSA:K01 HP20471, Geriatric Academic Career
Award
Objectives: For many patients with life-limiting illnesses, defining
and discussing goals of future medical care (advance care planning)
are very important. This study measures the effects of education
to the in-training residents of family medicine (FM) and internal
medicine (IM) residency programs at East Carolina University
(ECU).
AGS 2012 ANNUAL MEETING
S43