Preparing a healthcare workforce for geriatrics care: an Interprofessional team based learning program

Abstract Background Improving the care of older adults in our healthcare system involves teams working together. As the geriatrics population rises globally, health science learners need to be prepared to work collaboratively to recognize and treat common conditions in geriatrics. To enable workforc...

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Autores principales:	Shelley B. Bhattacharya, Stephen Jernigan, Myra Hyatt, Dory Sabata, Shane Johnston, Crystal Burkhardt
Formato:	article
Lenguaje:	EN
Publicado:	BMC 2021
Materias:	Workforce preparation Geriatrics care Healthcare systems Interprofessional education Team based learning Geriatrics RC952-954.6
Acceso en línea:	https://doaj.org/article/ab63f229ca504ebe96f37fac919530cd
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spelling	oai:doaj.org-article:ab63f229ca504ebe96f37fac919530cd2021-11-21T12:07:30ZPreparing a healthcare workforce for geriatrics care: an Interprofessional team based learning program10.1186/s12877-021-02456-81471-2318https://doaj.org/article/ab63f229ca504ebe96f37fac919530cd2021-11-01T00:00:00Zhttps://doi.org/10.1186/s12877-021-02456-8https://doaj.org/toc/1471-2318Abstract Background Improving the care of older adults in our healthcare system involves teams working together. As the geriatrics population rises globally, health science learners need to be prepared to work collaboratively to recognize and treat common conditions in geriatrics. To enable workforce preparation, the Institute of Medicine and the National League for Nursing emphasize the need to implement interprofessional active learning activities for undergraduate healthcare learners at academic medical centers. Methods The Geriatrics Champions Program was a team-based learning activity created to meet this task. It was a 24-month program, repeated twice, that impacted 768 learners and 151 faculty from medicine, occupational therapy, physical therapy, nursing, social welfare, psychology, pharmacy and dietetics. Each class was intentionally divided into 20 interprofessional teams that met four times annually. Each session focused on one geriatrics domain. The objectives were centered around the specific geriatrics competencies for each health profession, divided into the eight domains written in the “American Geriatrics Society IM-FM Residency Competencies”. Evaluation consisted of individual and team Readiness Assessment Tests (iRAT and tRAT). Surveys were also used to collect feedback using a Likert scale. Wilcoxon signed rank tests were used to compare iRAT and tRAT scores. Other analyses identified characteristics associated with tRAT performance group (Unpaired t-tests) and tRAT performance on the raw scale (Pearson correlation). Paired t-tests using a 7-level Likert Scale measured pre-post change in learner knowledge. Results Student tRAT scores were 30% higher than iRAT scores (p < 0.001). Teams were more likely to score 100% on the initial tRAT attempt if more team members attended the current session (p < 0.001), more health professions were represented by team members in attendance (p = 0.053), and the team had a better track record of past attendance (p < 0.01). In the post-program evaluation, learners felt this program was helpful for their career preparation in interprofessional geriatrics care. Conclusions Learners understood that teams performed better than individuals in the care of older adults. Feedback from the learners and faculty was consistently positive and learners felt better prepared for geriatrics care. The program’s benefits may extend beyond individual sessions.Shelley B. BhattacharyaStephen JerniganMyra HyattDory SabataShane JohnstonCrystal BurkhardtBMCarticleWorkforce preparationGeriatrics careHealthcare systemsInterprofessional educationTeam based learningGeriatricsRC952-954.6ENBMC Geriatrics, Vol 21, Iss 1, Pp 1-10 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Workforce preparation Geriatrics care Healthcare systems Interprofessional education Team based learning Geriatrics RC952-954.6
spellingShingle	Workforce preparation Geriatrics care Healthcare systems Interprofessional education Team based learning Geriatrics RC952-954.6 Shelley B. Bhattacharya Stephen Jernigan Myra Hyatt Dory Sabata Shane Johnston Crystal Burkhardt Preparing a healthcare workforce for geriatrics care: an Interprofessional team based learning program
description	Abstract Background Improving the care of older adults in our healthcare system involves teams working together. As the geriatrics population rises globally, health science learners need to be prepared to work collaboratively to recognize and treat common conditions in geriatrics. To enable workforce preparation, the Institute of Medicine and the National League for Nursing emphasize the need to implement interprofessional active learning activities for undergraduate healthcare learners at academic medical centers. Methods The Geriatrics Champions Program was a team-based learning activity created to meet this task. It was a 24-month program, repeated twice, that impacted 768 learners and 151 faculty from medicine, occupational therapy, physical therapy, nursing, social welfare, psychology, pharmacy and dietetics. Each class was intentionally divided into 20 interprofessional teams that met four times annually. Each session focused on one geriatrics domain. The objectives were centered around the specific geriatrics competencies for each health profession, divided into the eight domains written in the “American Geriatrics Society IM-FM Residency Competencies”. Evaluation consisted of individual and team Readiness Assessment Tests (iRAT and tRAT). Surveys were also used to collect feedback using a Likert scale. Wilcoxon signed rank tests were used to compare iRAT and tRAT scores. Other analyses identified characteristics associated with tRAT performance group (Unpaired t-tests) and tRAT performance on the raw scale (Pearson correlation). Paired t-tests using a 7-level Likert Scale measured pre-post change in learner knowledge. Results Student tRAT scores were 30% higher than iRAT scores (p < 0.001). Teams were more likely to score 100% on the initial tRAT attempt if more team members attended the current session (p < 0.001), more health professions were represented by team members in attendance (p = 0.053), and the team had a better track record of past attendance (p < 0.01). In the post-program evaluation, learners felt this program was helpful for their career preparation in interprofessional geriatrics care. Conclusions Learners understood that teams performed better than individuals in the care of older adults. Feedback from the learners and faculty was consistently positive and learners felt better prepared for geriatrics care. The program’s benefits may extend beyond individual sessions.
format	article
author	Shelley B. Bhattacharya Stephen Jernigan Myra Hyatt Dory Sabata Shane Johnston Crystal Burkhardt
author_facet	Shelley B. Bhattacharya Stephen Jernigan Myra Hyatt Dory Sabata Shane Johnston Crystal Burkhardt
author_sort	Shelley B. Bhattacharya
title	Preparing a healthcare workforce for geriatrics care: an Interprofessional team based learning program
title_short	Preparing a healthcare workforce for geriatrics care: an Interprofessional team based learning program
title_full	Preparing a healthcare workforce for geriatrics care: an Interprofessional team based learning program
title_fullStr	Preparing a healthcare workforce for geriatrics care: an Interprofessional team based learning program
title_full_unstemmed	Preparing a healthcare workforce for geriatrics care: an Interprofessional team based learning program
title_sort	preparing a healthcare workforce for geriatrics care: an interprofessional team based learning program
publisher	BMC
publishDate	2021
url	https://doaj.org/article/ab63f229ca504ebe96f37fac919530cd
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Preparing a healthcare workforce for geriatrics care: an Interprofessional team based learning program

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