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Beiting KJ, Chippendale R, Goroncy A, Duggan MC. Geriatrics Fellows Learning Online And Together (Geri-a-FLOAT): A sustainable model of learning and support. J Am Geriatr Soc 2023; 71:2902-2912. [PMID: 37338112 PMCID: PMC10524643 DOI: 10.1111/jgs.18458] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Revised: 04/10/2023] [Accepted: 05/11/2023] [Indexed: 06/21/2023]
Abstract
BACKGROUND Geriatrics Fellows Learning Online And Together (Geri-a-FLOAT) is a virtual curriculum designed to convene fellows nationwide for learning and peer support. This paper presents the expansion and evaluation of the program from the "Wave 1" pilot to the "Wave 2" year-long curriculum. METHODS Kern's six-step approach to curriculum development was used to develop the Wave 2 curriculum. Participation was collected via Zoom. Post-session web-based surveys evaluated participant satisfaction regarding speaker, content, and overall session quality; intent-to-change; and a free-response section. A one-year follow-up survey sent to participants with valid e-mail addresses assessed sustained knowledge, skills, and behavior change. RESULTS Nineteen sessions were held with mean (SD) of 23 (13) participants per session, totaling 182 unique participants. Fifteen of 19 sessions were evaluated with 96 evaluations completed (mean [SD] 6 [4] evaluations per session). Mean (SD) ratings per session that were excellent or above average was 100% (0) for content, 99% (4) for speaker, and 99% (4) overall. Mean (SD) evaluations per session noting intent to change was 90% (14). Respondents reported helpful aspects as sharing resources and examples, perspectives and experiences of others, professional connections, and collaborative discussion. Of 127 participants with valid e-mail addresses, 40 (response rate = 31%) completed the one-year follow-up survey. Mean (SD) respondents reporting some or significant sustained impact was 89% (7) across all learning outcomes. CONCLUSIONS This virtual, national curriculum for geriatrics fellows was well-received and associated with high rates of self-reported, sustained impact one-year post curriculum. Geri-a-FLOAT may be a model to standardize education and build collaboration and peer support across a discipline.
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Affiliation(s)
- Kimberly J. Beiting
- Division of Geriatric Medicine, Vanderbilt University
Medical Center, Nashville, TN, USA
| | - Ryan Chippendale
- Section of Geriatrics, Department of Medicine, Boston
University School of Medicine, Boston, MA, USA
| | - Anna Goroncy
- Department of Family and Community Medicine, University of
Cincinnati, Cincinnati, OH, USA
| | - Maria C. Duggan
- Division of Geriatric Medicine, Vanderbilt University
Medical Center, Nashville, TN, USA
- Geriatric Research Education and Clinical Center (GRECC),
Department of Veteran Affairs, Tennessee Valley Healthcare System, Nashville, TN,
USA
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Robertson ML, Mushero N, Demers L, Goroncy A, Chippendale R. Inequities in the care of older adults: Identifying education gaps in geriatric medicine fellowship. GERONTOLOGY & GERIATRICS EDUCATION 2023; 44:254-260. [PMID: 35272580 DOI: 10.1080/02701960.2022.2047037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
The past year amplified inequities in the care of older adults. Milestones focused on social determinants of health (SDOH) are lacking within Geriatric fellowship training. A virtual learning collaborative GERIAtrics Fellows Learning Online And Together (GERI-A-FLOAT) was developed to connect trainees nationwide. To address gaps in education around SDOH, a needs assessment was conducted to inform a curricular thread. A voluntary, anonymous survey was distributed to fellows through a broad network. We sought to understand prior curricula trainees had that were specifically focused on SDOH and older adults. Respondents prioritized topic areas for the curriculum. Seventy-five respondents completed the survey. More than 50% of participants indicated no training on homelessness, immigration, racism, or LGBTQ+ health at any level of medical training, with more than 70% having no training in sexism or care of formerly incarcerated older adults. The most commonly taught concepts were ableism, ageism, and poverty. Respondents prioritized the topic of racism, ageism, and ableism. There is a lack of consistent SDOH curricula pertaining to older adults across all levels of training. This needs assessment is guiding a curricular thread for GERI-A-FLOAT and ideally larger milestones for fellowships. The time is now to prepare future geriatricians to serve as change agents.
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Affiliation(s)
- Mariah Lyn Robertson
- Division of Geriatric Medicine and Gerontology, Johns Hopkins University School of Medicine, Columbia, Maryland, USA
| | - Nicole Mushero
- Section of Geriatrics, Department of Medicine, Boston University School of Medicine, Boston, Massachusetts, USA
| | - Lindsay Demers
- Section of Geriatrics, Department of Medicine, Boston University School of Medicine, Boston, Massachusetts, USA
| | - Anna Goroncy
- Department of Family and Community Medicine, University of Cincinnati, Cincinnati, Ohio, USA
| | - Ryan Chippendale
- Section of Geriatrics, Department of Medicine, Boston University School of Medicine, Boston, Massachusetts, USA
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Khamees D, Peterson W, Patricio M, Pawlikowska T, Commissaris C, Austin A, Davis M, Spadafore M, Griffith M, Hider A, Pawlik C, Stojan J, Grafton-Clarke C, Uraiby H, Thammasitboon S, Gordon M, Daniel M. Remote learning developments in postgraduate medical education in response to the COVID-19 pandemic - A BEME systematic review: BEME Guide No. 71. MEDICAL TEACHER 2022; 44:466-485. [PMID: 35289242 DOI: 10.1080/0142159x.2022.2040732] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
BACKGROUND Prior reviews investigated medical education developments in response to COVID-19, identifying the pivot to remote learning as a key area for future investigation. This review synthesized online learning developments aimed at replacing previously face-to-face 'classroom' activities for postgraduate learners. METHODS Four online databases (CINAHL, Embase, PsychINFO, and PubMed) and MedEdPublish were searched through 21 December 2020. Two authors independently screened titles, abstracts and full texts, performed data extraction, and assessed risk of bias. The PICRAT technology integration framework was applied to examine how teachers integrated and learners engaged with technology. A descriptive synthesis and outcomes were reported. A thematic analysis explored limitations and lessons learned. RESULTS Fifty-one publications were included. Fifteen collaborations were featured, including international partnerships and national networks of program directors. Thirty-nine developments described pivots of existing educational offerings online and twelve described new developments. Most interventions included synchronous activities (n Fif5). Virtual engagement was promoted through chat, virtual whiteboards, polling, and breakouts. Teacher's use of technology largely replaced traditional practice. Student engagement was largely interactive. Underpinning theories were uncommon. Quality assessments revealed moderate to high risk of bias in study reporting and methodology. Forty-five developments assessed reaction; twenty-five attitudes, knowledge or skills; and two behavior. Outcomes were markedly positive. Eighteen publications reported social media or other outcomes, including reach, engagement, and participation. Limitations included loss of social interactions, lack of hands-on experiences, challenges with technology and issues with study design. Lessons learned highlighted the flexibility of online learning, as well as practical advice to optimize the online environment. CONCLUSIONS This review offers guidance to educators attempting to optimize learning in a post-pandemic world. Future developments would benefit from leveraging collaborations, considering technology integration frameworks, underpinning developments with theory, exploring additional outcomes, and designing and reporting developments in a manner that supports replication.
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Affiliation(s)
- Deena Khamees
- McGovern Medical School, University of Texas Health Science Center at Houston, Houston, TX, USA
| | - William Peterson
- Emergency Medicine, University of Michigan Medical School, Ann Arbor, MI, USA
| | | | - Teresa Pawlikowska
- Royal College of Surgeons, University of Medicine and Health Sciences, Dublin, Ireland
| | - Carolyn Commissaris
- Emergency Medicine, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Andrea Austin
- San Diego School of Medicine, University of California, San Diego, CA, USA
| | - Mallory Davis
- Emergency Medicine, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Maxwell Spadafore
- Emergency Medicine, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Max Griffith
- Emergency Medicine, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Ahmad Hider
- Emergency Medicine, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Cameron Pawlik
- Emergency Medicine, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Jennifer Stojan
- Emergency Medicine, University of Michigan Medical School, Ann Arbor, MI, USA
| | | | - Hussein Uraiby
- School of Medicine, University of Leicester, Leicester, UK
| | | | - Morris Gordon
- Blackpool Victoria Hospital, Blackpool, UK
- School of Medicine, University of Central Lancashire, Preston, UK
| | - Michelle Daniel
- San Diego School of Medicine, University of California, San Diego, CA, USA
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Berjeaut EJBK, de Carvalho BM, Aliberti MJR, Avelino-Silva TJ, Campora F, Jacob-Filho W, Garcez FB. "Part of a great team": Perceptions of geriatrics fellows on doing research during a pandemic. J Am Geriatr Soc 2021; 69:3058-3061. [PMID: 34343345 DOI: 10.1111/jgs.17397] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2021] [Revised: 07/11/2021] [Accepted: 07/18/2021] [Indexed: 11/30/2022]
Affiliation(s)
- Eugênia Jatene Bou Khazaal Berjeaut
- Laboratorio de Investigacao Medica em Envelhecimento (LIM-66), Servico de Geriatria, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
| | - Bruna Macêdo de Carvalho
- Laboratorio de Investigacao Medica em Envelhecimento (LIM-66), Servico de Geriatria, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
| | - Márlon Juliano Romero Aliberti
- Laboratorio de Investigacao Medica em Envelhecimento (LIM-66), Servico de Geriatria, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil.,Research Institute, Hospital Sirio-Libanes, Sao Paulo, Brazil
| | - Thiago J Avelino-Silva
- Laboratorio de Investigacao Medica em Envelhecimento (LIM-66), Servico de Geriatria, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil.,Faculdade Israelita de Ciencias da Saude Albert Einstein, Hospital Israelita Albert Einstein, Sao Paulo, Brazil
| | - Flavia Campora
- Laboratorio de Investigacao Medica em Envelhecimento (LIM-66), Servico de Geriatria, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
| | - Wilson Jacob-Filho
- Laboratorio de Investigacao Medica em Envelhecimento (LIM-66), Servico de Geriatria, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
| | - Flavia Barreto Garcez
- Laboratorio de Investigacao Medica em Envelhecimento (LIM-66), Servico de Geriatria, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
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Daniel M, Gordon M, Patricio M, Hider A, Pawlik C, Bhagdev R, Ahmad S, Alston S, Park S, Pawlikowska T, Rees E, Doyle AJ, Pammi M, Thammasitboon S, Haas M, Peterson W, Lew M, Khamees D, Spadafore M, Clarke N, Stojan J. An update on developments in medical education in response to the COVID-19 pandemic: A BEME scoping review: BEME Guide No. 64. MEDICAL TEACHER 2021; 43:253-271. [PMID: 33496628 DOI: 10.1080/0142159x.2020.1864310] [Citation(s) in RCA: 110] [Impact Index Per Article: 36.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
BACKGROUND COVID-19 has fundamentally altered how education is delivered. Gordon et al. previously conducted a review of medical education developments in response to COVID-19; however, the field has rapidly evolved in the ensuing months. This scoping review aims to map the extent, range and nature of subsequent developments, summarizing the expanding evidence base and identifying areas for future research. METHODS The authors followed the five stages of a scoping review outlined by Arskey and O'Malley. Four online databases and MedEdPublish were searched. Two authors independently screened titles, abstracts and full texts. Included articles described developments in medical education deployed in response to COVID-19 and reported outcomes. Data extraction was completed by two authors and synthesized into a variety of maps and charts. RESULTS One hundred twenty-seven articles were included: 104 were from North America, Asia and Europe; 51 were undergraduate, 41 graduate, 22 continuing medical education, and 13 mixed; 35 were implemented by universities, 75 by academic hospitals, and 17 by organizations or collaborations. The focus of developments included pivoting to online learning (n = 58), simulation (n = 24), assessment (n = 11), well-being (n = 8), telehealth (n = 5), clinical service reconfigurations (n = 4), interviews (n = 4), service provision (n = 2), faculty development (n = 2) and other (n = 9). The most common Kirkpatrick outcome reported was Level 1, however, a number of studies reported 2a or 2b. A few described Levels 3, 4a, 4b or other outcomes (e.g. quality improvement). CONCLUSIONS This scoping review mapped the available literature on developments in medical education in response to COVID-19, summarizing developments and outcomes to serve as a guide for future work. The review highlighted areas of relative strength, as well as several gaps. Numerous articles have been written about remote learning and simulation and these areas are ripe for full systematic reviews. Telehealth, interviews and faculty development were lacking and need urgent attention.
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Affiliation(s)
- Michelle Daniel
- Emergency Medicine, School of Medicine, University of California San Diego, La Jolla, CA, USA
| | - Morris Gordon
- Blackpool Victoria Hospital, Blackpool, UK
- School of Medicine, University of Central Lancashire, Lancashire, UK
| | | | - Ahmad Hider
- University of Michigan Medical School, Ann Arbor, MI, USA
| | - Cameron Pawlik
- University of Michigan Medical School, Ann Arbor, MI, USA
| | | | | | - Sebastian Alston
- Division of Clinical Sciences, Alabama College of Osteopathic Medicine, Dothan, AL, USA
| | - Sophie Park
- Primary Care and Population Health, University College London Medical School, London, UK
| | - Teresa Pawlikowska
- Health Professions Education Centre (HPEC), Royal College of Surgeons University of Medicine and Health Sciences, Dublin, Ireland
| | - Eliot Rees
- Primary Care and Population Health, University College London Medical School, London, UK
- School of Medicine, Keele University, Keele, UK
| | - Andrea Jane Doyle
- Health Professions Education Centre (HPEC), Royal College of Surgeons University of Medicine and Health Sciences, Dublin, Ireland
| | - Mohan Pammi
- Department of Pediatrics, Texas Children's Hospital, Houston, TX, USA
| | - Satid Thammasitboon
- Department of Pediatrics, Texas Children's Hospital, Houston, TX, USA
- Baylor College of Medicine, Houston, TX, USA
| | - Mary Haas
- University of Michigan Medical School, Ann Arbor, MI, USA
| | | | - Madelyn Lew
- University of Michigan Medical School, Ann Arbor, MI, USA
| | - Deena Khamees
- University of Michigan Medical School, Ann Arbor, MI, USA
| | | | - Nicola Clarke
- Primary Care and Population Health, University College London Medical School, London, UK
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