A collaborative strategy to improve geriatric medical education

Abstract

The teaching aimed to promote patient-centred care and multidisciplinary collaborative practice, encourage student self-reflection and peer-assisted education and provide insight into the needs of patients with dementia. Student feedback indicated that these objectives had been met. This easily replicable teaching method provides a simple means of improving communication skills.

A staff training intervention to improve communication between people living with dementia and health-care professionals in hospital: the VOICE mixed-methods development and evaluation study

“…The need for practising communication skills and gaining feedback 53,55 was supported by the use of role play, simulation or 'live' skills practice in seven studies. In one study, 81 simulation was the principal training method, with positive effects on confidence, although their measure was not validated.…”

“…The systematic review identified a variety of educational and other theories. Two papers gave extensive consideration to educational theories, models and frameworks, 78,81 including the 'learner-centred classroom', Knowles' principles of andragogy, 103 and reflective practice. 144 Beer et al 78 description of specific learning activities with references to a variety of educational theorists, including transformative learning theory 145 and the motivational framework for culturally responsive teaching.…”

“…The possibility of professional simulation being used in the new intervention was proposed in the funding application, which included collaborators with expertise in this. The systematic review highlighted simulation and role play as key teaching methods in nine of the 26 studies, including one in which simulation was the sole teaching method, 81 with significant gains in the confidence of medical trainees. We decided to use simulation as an experiential learning method, which would give trainees the opportunity to practice skills in 'real time' interactions.…”

“…Intervention development was multidisciplinary and interprofessional, including experienced clinical educators, PPI, clinicians and experts in simulation. Simulation has been used in teaching both consultation and practical skills, including scenarios involving people living with dementia, 81 and difficult conversations at the end of life. Clinical practice is characterised by the need to 'think on your feet', responding in real time to a variety of information of unknown veracity, coloured by emotions and reactions both in the patient and the practitioner.…”

Interdisciplinary health professions faculty's lived experiences with oral health curricular integration : an interpretative phenomenological analysis

“…commonly reported by those participants who employed experiential learning activities to teach students about oral health, especially simulation involving a dental professional. Prior research with medical students has demonstrated that students enjoy interactive learning experiences with standardized patients and receiving feedback from clinicians (Cockbain, Thompson, Salisbury, Mitter, & Martos, 2015). Furthermore, simulation is considered an important component of student practical education (Clemmens et al, 2012) and is a popular method for teaching health professions students about oral-systemic health (Djukic et al, 2012;Dolce et al, 2014;Haber et al, 2015).…”