Curriculum Recommendations for Resident Training in Geriatrics Interdisciplinary Team Care

Counsell, Steve; Kennedy, Robert; Szwabo, Peggy A.; Wadswortb, Nancy S.; Wohlgemutb, Clare

doi:10.1111/j.1532-5415.1999.tb05242.x

Cited by 37 publications

(26 citation statements)

References 2 publications

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“…In collaborative practice, individual team members assume profession-specific roles, but as a team, they identify and analyze problems, define goals and assume joint responsibility for actions and interventions to accomplish the goals (Counsell et al, 1999). Goals that are developed must be compatible with the priorities and values of each team member (Liedtka & Whitten, 1998).…”

Section: Interprofessional Teamwork: Collaborative Practicementioning

confidence: 99%

Interprofessional teamwork: Professional cultures as barriers

Hall

2005

Journal of Interprofessional Care

1,081

844

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Each health care profession has a different culture which includes values, beliefs, attitudes, customs and behaviours. Professional cultures evolved as the different professions developed, reflecting historic factors, as well as social class and gender issues. Educational experiences and the socialization process that occur during the training of each health professional reinforce the common values, problem-solving approaches and language/jargon of each profession. Increasing specialization has lead to even further immersion of the learners into the knowledge and culture of their own professional group. These professional cultures contribute to the challenges of effective interprofessional teamwork. Insight into the educational, systemic and personal factors which contribute to the culture of the professions can help guide the development of innovative educational methodologies to improve interprofessional collaborative practice.

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Section: Interprofessional Teamwork: Collaborative Practicementioning

confidence: 99%

Interprofessional teamwork: Professional cultures as barriers

Hall

2005

Journal of Interprofessional Care

1,081

844

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“…The FDP geriatrics content and design model were developed as follows: reviewing existing published geriatrics curricular materials, 5,6,8,18 including high-risk areas of geriatric hospital care; [19][20][21][22] drawing from the experience of the inpatient geriatric evaluation and treatment units; [23][24][25] and reviewing the Joint Commission mandates 26 that have a particular impact on the care of the older hospitalized patients (eg, high-risk medications, medication reconciliation, restraint use, and transitions of care). Final curricular materials were approved by consensus of the University of Chicago geriatrics/hospitalist core CHAMP faculty.…”

Section: Geriatrics Contentmentioning

confidence: 99%

“…Curricular materials and methods are widely available for teaching geriatric medicine, [5][6][7] but most are geared toward outpatient care and management, with few addressing the care of the hospitalized, older medical patient. [8][9][10] There is even less published on curricular materials, methods, and tools for such teaching outside of specialized hospital-based geriatric units by non-geriatricstrained faculty.…”

mentioning

confidence: 99%

The Curriculum for the Hospitalized Aging Medical Patient program: A collaborative faculty development program for hospitalists, general internists, and geriatricians

Podrazik

Levine

Smith

et al. 2008

Journal of Hospital Medicine

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BACKGROUND:The University of Chicago Curriculum for the Hospitalized Aging Medical Patient (CHAMP) faculty development program (FDP) is targeted at hospitalists and other internists who teach residents and students in the hospital setting. The aim of CHAMP is to increase the quantity and quality of teaching of geriatric medicine pertinent to the inpatient setting.METHODS:Hospitalist and general internist faculty members who attend on the University of Chicago Medicine teaching service were invited to participate. The CHAMP FDP consisted of twelve 4‐hour sessions. Two hours of each session covered inpatient geriatrics content, and 2 hours addressed improving clinical teaching (both general teaching skills and challenges specific to the inpatient wards) and teaching the Accreditation Council for Graduate Medical Education core competencies with geriatrics content. The evaluation included a self‐report survey of the impact on the graduates' teaching and clinical practice.RESULTS:The FDP was piloted in early 2004 with a core group of geriatrics and hospitalist faculty. Three subsequent cohorts totaling 29 hospitalist and general internal medicine faculty members completed the FDP by the fall of 2006. Faculty participants evaluated the program positively, and significant improvements in knowledge, attitudes to geriatrics, and perceived behavior in teaching and practicing geriatrics skills were found.CONCLUSIONS:The integration of teaching techniques and geriatrics content was enthusiastically accepted by University of Chicago hospitalists and general internists who teach residents and medical students in the inpatient setting. The program has potential for widespread suitability to all teaching faculty who care for the older hospitalized patient. Journal of Hospital Medicine 2008. © 2008 Society of Hospital Medicine.

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“…The code for nurses of the American Nurses Association emphasizes the need for interprofessional collaborations by stating, ''Certified Registered Nurse Anesthetists (CRNAs) collaborate with members of the health professions and other citizens in promoting community and national efforts to meet the health needs of the public'' (American Association of Nurse Anesthetists, 2006). The American Geriatrics Society (AGS) Education Committee also emphasized the importance of interprofessional collaboration in caring for older adults; and the Task Force on Resident Training in Geriatrics Interdisciplinary Team Care recommended intensive training in interprofessional team care for all residents in internal medicine and family practice as an element of the geriatrics curriculum (Counsell, Kennedy, Szwabo, Wadsworth, & Wohlgemuth, 1999).…”

mentioning

confidence: 99%