The Donald W. Reynolds Consortium for Faculty Development to Advance Geriatrics Education (FD similar to AGE): A Model for Dissemination of Subspecialty Educational Expertise
ABSTRACT Most U.S. medical schools and training programs lack sufficient faculty expertise in geriatrics to train future physicians to care for the growing population of older adults. Thus, to reach clinician-educators at institutions and programs that have limited resources for enhancing geriatrics curricula, the Donald W. Reynolds Foundation launched the Faculty Development to Advance Geriatrics Education (FD~AGE) program. This consortium of four medical schools disseminates expertise in geriatrics education through support and training of clinician-educators. The authors conducted this study to measure the effects of FD~AGE.
Program leaders developed a three-pronged strategy to meet program goals: FD~AGE offers (1) advanced fellowships in clinical education for geriatricians who have completed clinical training, (2) mini-fellowships and intensive courses for faculty in geriatrics, teaching skills, and curriculum development, and (3) on-site consultations to assist institutions with reviewing and redesigning geriatrics education programs. FD~AGE evaluators tracked the number and type of participants and conducted interviews and follow-up surveys to gauge effects on learners and institutions.
Over six years (2004-2010), FD~AGE trained 82 fellows as clinician-educators, hosted 899 faculty scholars in mini-fellowships and intensive courses, and conducted 65 site visits. Participants taught thousands of students, developed innovative curricula, and assumed leadership roles. Participants cited as especially important to program success expanded knowledge, improved teaching skills, mentoring, and advocacy.
The FD~AGE program represents a unique model for extending concentrated expertise in geriatrics education to a broad group of faculty and institutions to accelerate progress in training future physicians.
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ABSTRACT: The entire healthcare workforce needs to be educated to better care for older adults. The purpose of this study was to determine whether fellows are being trained to teach, to assess the attitudes of fellowship directors toward training fellows to be teachers, and to understand how to facilitate this type of training for fellows. A nine-question survey adapted from a 2001 survey issued to residency program directors inquiring about residents-as-teachers curricula was developed and administered. The survey was issued electronically and sent out three times over a 6-week period. Of 144 ACGME-accredited geriatric fellowship directors from geriatric, internal medicine, and family medicine departments who were e-mailed the survey, 101 (70%) responded; 75% had an academic affiliation, 15% had a community affiliation, and 10% did not report. Academic and community programs required their fellows to teach, but just 55% of academic and 29% of community programs offered teaching skills instruction as part of their fellowship curriculum; 67% of academic programs and 79% of community programs felt that their fellows would benefit from more teaching skill instruction. Program directors listed fellow (39%) and faculty (46%) time constraints as obstacles to creation and implementation of a teaching curriculum. The majority of fellowship directors believe that it is important for geriatric fellows to become competent educators, but only approximately half of programs currently provide formal instruction in teaching skills. A reproducible, accessible curriculum on teaching to teach that includes a rigorous evaluation component should be created for geriatrics fellowship programs.Journal of the American Geriatrics Society 12/2014; 62(12). DOI:10.1111/jgs.13187 · 4.22 Impact Factor
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ABSTRACT: Purpose In 2011, five medical schools in Uganda formed the Medical Education for Equitable Services for All Ugandans consortium to address the medical education challenges in meeting the nation's health needs. In this paper, the authors document the development and achievements of this unique collaboration to transform medical education in Uganda. Method A longitudinal qualitative study employed anthropological techniques to examine the proposed idea and development of the consortium, the experiences of consortium members, and the successes and challenges encountered during its first three years (2011-2013). Results The consortium approach to medical education has made important contributions to member institutions despite initial reservations and uncertainties. Acceptance of the consortium emerged because of the added benefits accruing to individual institutions and the network. The consortium has flourished partly because of its organizational structure, the support of its leadership, the ownership and active participation by member institutions, and a strong commitment to its broader goals. However, some challenges in implementation remain, including inadequate capacity, limited grants management experience, and varying degrees of research expertise among the participating institutions. Conclusions Despite these challenges, the consortium approach has had a positive impact on medical education by reducing interinstitutional rivalries, promoting strong collaboration, and providing mutual support and the sharing of resources for medical education and research in Uganda.Academic medicine: journal of the Association of American Medical Colleges 08/2014; 89(8 Suppl):S65-8. DOI:10.1097/ACM.0000000000000333 · 3.47 Impact Factor
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ABSTRACT: Geriatric education is essential to ensure the competency of residents caring for the aging population. This study assesses and correlates resident and faculty perceptions of resident geriatric-related competencies to clinical care. A survey was sent to 40 general surgery residents and 57 faculty members. Five clinical care markers were identified for chart audit. A retrospective chart audit was performed of 22 injured elderly patients. Among the respondents, 30 of 40 (75%) residents and 22 of 57 (39%) faculty completed the survey. Residents rated their competency higher than faculty on all competency-related questions (p = 0.0002). The following 4 questions had a mean faculty rating below acceptable: screening guidelines, delirium management, contraindicated medications, and medication adjustments. On chart review: code status was documented in 7 of 22 (32%) patients and goals of care in 1 of 22 (5%) patients. Pain control included rib block or epidural in 14 of 22 (64%) patients. Contraindicated medications were prescribed in 13 of 22 (59%) patients. A competency-based needs assessment of geriatric training in a general surgery residency has identified educational "gaps." This needs assessment supports implementation of geriatric education initiatives in our general surgery program.Journal of Surgical Education 05/2014; DOI:10.1016/j.jsurg.2014.04.001 · 1.39 Impact Factor