OBJECTIVE: To describe three interprofessional education (IPE) programs in geriatrics and to encourage senior care pharmacists' innovation and participation in IPE teaching. DESIGN: Description of three geriatric IPE programs showing how pharmacy faculty along with colleagues in other health professions established, conducted, and evaluated their respective IPE programs. SETTING: Schools of pharmacy and their affiliated interprofessional geriatric clerkship sites. PROGRAM DESCRIPTION AND MAIN OUTCOME MEASUREMENTS: Reported are program histories, participating health professions, teaching objectives, program designs and operations, outcomes, funding sources, challenges and barriers encountered, and strategies to overcome problems. Learning activities to enable students to achieve competencies recommended by the Institute of Medicine and the Partnership for Health in Aging are described for each of the three IPE programs. RESULTS: All three programs provide learning activities that help students achieve core interprofessional competencies. The two programs in which students, with preceptor supervision, have provided direct patient care services have long histories, despite challenges and barriers. The third program has established curriculum plans that will be implemented upon resolution of challenges. CONCLUSION: Successful geriatric IPE programs can be established and conducted in various practice settings. Program sustainability requires participation and interaction of faculty, site preceptors, and students of multiple health professions; administrative and funding support of collaborating partners; and a curriculum that fosters teamwork, shared responsibilities, and joint decision-making while delivering patient-centered care. Senior care pharmacists need to be proactive partners in establishing and conducting IPE in geriatrics.
OBJECTIVE: To describe three interprofessional education (IPE) programs in geriatrics and to encourage senior care pharmacists' innovation and participation in IPE teaching. DESIGN: Description of three geriatric IPE programs showing how pharmacy faculty along with colleagues in other health professions established, conducted, and evaluated their respective IPE programs. SETTING: Schools of pharmacy and their affiliated interprofessional geriatric clerkship sites. PROGRAM DESCRIPTION AND MAIN OUTCOME MEASUREMENTS: Reported are program histories, participating health professions, teaching objectives, program designs and operations, outcomes, funding sources, challenges and barriers encountered, and strategies to overcome problems. Learning activities to enable students to achieve competencies recommended by the Institute of Medicine and the Partnership for Health in Aging are described for each of the three IPE programs. RESULTS: All three programs provide learning activities that help students achieve core interprofessional competencies. The two programs in which students, with preceptor supervision, have provided direct patient care services have long histories, despite challenges and barriers. The third program has established curriculum plans that will be implemented upon resolution of challenges. CONCLUSION: Successful geriatric IPE programs can be established and conducted in various practice settings. Program sustainability requires participation and interaction of faculty, site preceptors, and students of multiple health professions; administrative and funding support of collaborating partners; and a curriculum that fosters teamwork, shared responsibilities, and joint decision-making while delivering patient-centered care. Senior care pharmacists need to be proactive partners in establishing and conducting IPE in geriatrics.
Authors: Susan Ostertag; Jade Bosic-Reiniger; Chris Migliaccio; Rachael Zins Journal: Int J Environ Res Public Health Date: 2022-05-27 Impact factor: 4.614