Education Partnerships Between GRECCs and Other VA Organizations, Non-VA Governmental Agencies, Academic Medical Centers, and Centers of Excellence

Tumosa, Nina; Fitzgerald, James T.; Wood, W. G.; Thielke, Stephen; Shay, Kenneth; Howe, Judith L.; Chernoff, Ronni; Kramer, James M.; Bales, Connie W.; Huh, J. W. Terri; Horvath, Kathy J.

doi:10.1080/02701960.2011.550212

Cited by 5 publications

(5 citation statements)

References 4 publications

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“…GSP exemplifies how the VA's academic mission benefits the United States in advancing care for older adults within the VA and to clinicians in other institutions and community practice (Bragg et al, 2011;Tumosa et al, 2011). This is a significant new model that demonstrates how graduate and postgraduate educational programs, public and private organizations, and independent divisions within each of these organizations can be unified in a collaborative effort toward a shared goal.…”

Section: Discussionmentioning

confidence: 93%

Health Care Workforce Development in Rural America: When Geriatrics Expertise Is 100 Miles Away

Tumosa

Horvath

Huh

et al. 2012

Gerontology & Geriatrics Education

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The Geriatric Scholar Program (GSP) is a Department of Veterans Affairs' (VA) workforce development program to infuse geriatrics competencies in primary care. This multimodal educational program is targeted to primary care providers and ancillary staff who work in VA's rural clinics. GSP consists of didactic education and training in geriatrics and gerontology and in quality improvement (QI) and support to implement a local QI project; in addition, elective options include webinars, audio conferences, clinical practica, and mentoring. The program is effective in improving core competencies in geriatrics and in improving clinical care for older Veterans who receive health care in rural clinics.

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Section: Discussionmentioning

confidence: 93%

Health Care Workforce Development in Rural America: When Geriatrics Expertise Is 100 Miles Away

Tumosa

Horvath

Huh

et al. 2012

Gerontology & Geriatrics Education

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“…Interdisciplinary Centers in Aging (Schultz, Keyser, & Pincus, 2011;Supiano et al, 2012;Tumosa et al, 2011). and bridging gaps between researchers, educators, and practitioners (Supiano et al, 2012;Teater, 2014;Wetle & Pincus, 2011;Zerzan & Rich, 2014).…”

Section: Research Education and Clinical Centers And The Rand/hartfomentioning

confidence: 98%

“…The environmental scan addressed this importance by inquiring about the translation of specific research interests into better practices for the wellbeing of older adults. Positive outcomes in older adult centres are to increase independence (Tumosa et al, 2011), improve quality of life and care (Beverly & Richards, 2003), and address complex needs (Zerzan & Rich, 2014) In addition to offering research results to practitioners, participants explained their role of "participating in their implementation". Knowledge translation also includes helping the practitioners to "use knowledge" in their daily practice (Urquhart et al, 2013, p. 274).…”

Section: Pillar Of Researchmentioning

confidence: 99%

“…Additionally, Shera recommends partnering with the private sector to leverage funding to support research chairs, the centre, and research projects. These partnerships also serve to increase a centre's community profile (Tumosa et al, 2011). A list of potential external partnerships, including the relevance and congruence of partner goals with that of the proposed centre, was identified by the participants.…”

Section: Challenges and Strategies For Successmentioning

confidence: 99%

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Proposing a center on aging and well-being: Research, education, and practice considerations

Lindenbach

Jessup-Falcioni

2016

Educational Gerontology

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Objectives: This environmental scan aimed to discover research interests and educational needs of faculty, graduate, and undergraduate students to inspire research, education, and practice in the development of a centre on aging and well-being for older adults.A c c e p t e d M a n u s c r i p t Method: The scan consisted of: a search of university faculty and researchers regarding research on aging; a survey of graduate students and faculty about interests in aging research and needs of undergraduate students; and key informant interviews. Results:Results offer a conceptualization based on the pillars of research, education andpractice. An inventory of researchers with various levels of expertise and interested in aging was created. Participants offered their perceptions of strengths, as well as challenges and strategies for success. Discussion:These results will be a catalyst for planning and successful development of a centre on aging and well-being. This article addresses a gap in the literature and will assist others undertaking a similar initiative in various geographical and cultural contexts. wordsThis study resulted from a vision to create a centre on aging where researchers, educators, practitioners, and students could contribute to the well-being of older adults residing in a retirement community adjacent to a northeastern Ontario university campus. In addition to a state-of-the art retirement residence, it would also house a research centre for university researchers who focus on older adult health and a practice site for university and college students in collaborative educational programs. Partnering with a private agency, the educational institutions involved could be instrumental in contributing to the well-being of the older adult population of this Northeastern Ontario community and surrounding rural areas. An A c c e p t e d M a n u s c r i p t environmental scan was conducted as little guidance on the conceptualization, planning, and development of a centre was found in the literature. This article describes the scan, a study which aimed to identify: research interests and needs of faculty; key research assets and opportunities; learning needs of undergraduate and graduate students; a conceptualization of the pillars of education, research, and practice; and gaps, concerns, and strategies to achieve this vision.

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“…The means through which the original GRECC education and training mission—to “train… health personnel in the provision of health care to older individuals”—has evolved over time in response to changes in guidance, technology, and support mechanisms for these activities. GRECC programs provide training for medical residents and associated health trainees; educate physicians and other health professionals pursuing geriatric specialization in preparation for academic careers; and train the VA and non‐VA multidisciplinary healthcare workforces through seminars, symposia, conferences, and electronic and print media . The decentralization of funding for GRECC programs in 1996 seriously affected the diversity and breadth of these programs, requiring that GRECCs increasingly rely on non‐VA sources of funding to meet the program's statutory educational mission.…”

Section: Education and Training Programsmentioning

confidence: 99%

Department of Veterans Affairs Geriatric Research, Education and Clinical Centers: Translating Aging Research into Clinical Geriatrics

Supiano

Alessi

Chernoff

et al. 2012

J American Geriatrics Society

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Regulator of K þ conductance (RCK) domains control the activity of a variety of K þ transporters and channels, including the human large conductance Ca 2þ-activated K þ channel that is important for blood pressure regulation and control of neuronal firing, and MthK, a prokaryotic Ca 2þ-gated K þ channel that has yielded structural insight toward mechanisms of RCK domain-controlled channel gating. In MthK, a gating ring of eight RCK domains regulates channel activation by Ca 2þ. Here, using electrophysiology and X-ray crystallography, we show that each RCK domain contributes to three different regulatory Ca 2þ-binding sites, two of which are located at the interfaces between adjacent RCK domains. The additional Ca 2þ-binding sites, resulting in a stoichiometry of 24 Ca 2þ ions per channel, is consistent with the steep relation between [Ca 2þ ] and MthK channel activity. Comparison of Ca 2þ-bound and unliganded RCK domains suggests a physical mechanism for Ca 2þ-dependent conformational changes that underlie gating in this class of channels. calcium | lipid bilayer | cooperativity R egulator of K þ conductance (RCK) domains are structurally conserved ligand-binding domains that control the activity of a diverse array of K þ channels and transporters (1-3). Many prokaryotic RCK domains contain a conserved sequence motif for binding of nucleotides (NAD þ or ATP) (4, 5). In some pro-karyotic and most of the known eukaryotic RCK-containing K þ channels, however, the nucleotide binding motif is absent, and these channels are modulated by cytoplasmic ions such as Na þ , H þ , or Ca 2þ (6-12). MthK is a prototypical RCK-containing K þ channel that has provided insight toward the structural basis of ion channel gating by RCK domains (2, 13, 14). In MthK, binding of Ca 2þ to an oc-tameric ring of RCK domains (the gating ring), which is tethered to the pore of the channel, leads to a series of conformational changes that facilitates channel opening and K þ conduction (2, 15, 16). Based on X-ray structures of the Ca 2þ-bound MthK channel and the unliganded MthK gating ring (17), it has been hypothesized that the principal Ca 2þ-dependent conformational change is initiated by the movement of a Glu side chain (E212) at a single Ca 2þ-binding site within each RCK domain (Fig. 1A; site 1, formed by D184, E210, and E212), followed by subsequent movement of a nearby Phe side chain (F232). However, the conformational changes in the immediate vicinity of site 1 are relatively subtle compared to apparent conformational changes in other regions of the RCK domains (17); thus the mechanism by which Ca 2þ binding at site 1 modulates channel gating is unclear. To gain insight toward mechanisms underlying Ca 2þ-dependent conformational changes in the MthK RCK domain, we probed MthK structure and function using electrophysiology and crystallography. Our results demonstrate that whereas site 1 contributes energetically to Ca 2þ-dependent gating, charge-neutrali-zation of the key Ca 2þ-coordinating residues at this site do not eliminate Ca 2þ...

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Education Partnerships Between GRECCs and Other VA Organizations, Non-VA Governmental Agencies, Academic Medical Centers, and Centers of Excellence

Cited by 5 publications

References 4 publications

Health Care Workforce Development in Rural America: When Geriatrics Expertise Is 100 Miles Away

Health Care Workforce Development in Rural America: When Geriatrics Expertise Is 100 Miles Away

Proposing a center on aging and well-being: Research, education, and practice considerations

Department of Veterans Affairs Geriatric Research, Education and Clinical Centers: Translating Aging Research into Clinical Geriatrics

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