The COVID-19 pandemic has exacerbated health disparities in certain populations, specifically where there are barriers created by technology or increased risk of exposure to the virus. Health inequity is most evident in the geriatric population where a combination of chronic disease, an inability to quickly assimilate the nuances of telemedicine, and social isolation have created measurable declines in functional status in many older patients.Four health universities in the Houston area saw this as an opportunity to train an interprofessional (IP) geriatrics workforce to provide team-based care and provide student learners with increased confidence and knowledge in this area. We created an innovative, clinical geriatrics experience which was delivered virtually and evaluated its impact on self-rated competence at IP practice and geriatrics evaluation and management skills (GEMS).In fall 2020, medical, nursing, and social work students (n=257, 135 nursing, 92 medical, 30 social work) participated in an online flipped classroom for training on geriatric assessment and care transitions. Video resources were presented, and students were placed into small groups of 6-8 students for case-based learning. Peer teaching from subject specialization was encouraged through the design of the questions. Afterwards, students participated in a synchronous debrief with faculty mentors. Students completed surveys before and after activities and rated their skills: ability to participate in geriatric IP team meetings, provide care for older adults with complex issues, identify new issues, and to identify staff with geriatrics expertise. Students also completed the Interprofessional Collaborative Competency Attainment Scale-Revised (ICCAS-R; 20 items; Likert 1=poor,5=excellent, 1 transitional item). Confidence in ability significantly increased for all IP geriatric skills. Across all ICCAS items, mean rating of ability for IP skills improved post-intervention (3.2 vs. 4.0, p < .001). Overall, 84% of students rated their ability to collaborate interprofessionally as somewhat or much better after the activity.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (OICPD). The OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change