An Active-Learning Course Model to Teach Pharmacotherapy in Geriatrics

Abstract

Objective. To describe the development, implementation, and assessment of a geriatric pharmacotherapy elective course emphasizing a patient-centered approach and active, self-directed learning strategies. Design. The course content included fundamental concepts in aging, geriatric syndromes, activities involving assessment of medically complex older adults, presentation of controversies in clinical geriatrics, book and film clubs, an Adopt-a-Patient project, and scientific and reflective writing. Students participated in site visits to interview and interact with older adults. Assessment. Student evaluation of the course was assessed with the teaching evaluation tool, an endof-semester survey, a follow-up P4 survey, and reflective writings. Students strongly agreed that course goals were achieved. Learning how to communicate with older adults and assess complex medication regimens were the areas of highest importance to students. P4 students strongly agreed that skills learned in the course were important to their success in advanced pharmacy practice experiences (APPEs). Conclusion. A pharmacotherapy course emphasizing active and self-directed learning in geriatrics through innovative teaching was adaptable to doctor of pharmacy (PharmD) students at various stages of their training and improved students' perceptions of aging.

A abordagem do envelhecimento na formação universitária dos profissionais de saúde: uma revisão integrativa

“…Segundo os autores, todos os alunos estavam satisfeitos com a qualidade do ensino sobre o tema, com 90% da avaliação sendo qualificada como boa ou superior. Estus et al 27 descreveram a elaboração, implementação e avaliação de um curso eletivo de Farmacoterapia geriátrica enfatizando uma abordagem centrada no paciente e em estratégias ativas de aprendizagem. A avaliação dos alunos a respeito do curso foi positiva e eles concordaram que as habilidades aprendidas foram importantes para o sucesso nas experiências práticas de Farmácia.…”

Geriatric Care as an Introductory Pharmacy Practice Experience

“…An elective pharmacy course that includes clinical interactions with geriatric patients as components of a lecture-based course also has been described. 19 The goal of this report is to describe a unique model for a required geriatric IPPE course designed to deliver didactic and experiential learning and meet the requirements for geriatric-focused education identified by the 2006 ACPE Accreditation Standards and Guidelines. 14 …”

“…Integration of didactic education with experiential application facilitates student learning across several domains. [3][4][5][6][7][8][9] The American Society of Consultant Pharmacists (ASCP) is an international professional society with the mission of promoting the appropriate, safe, and effective use of medications in the elderly. ASCP provides leadership, education, advocacy, and resources to advance the practice of senior care pharmacy by pharmacists as well as pharmacy students.…”

Impact of the Geriatric Medication Game on Pharmacy Students’ Attitudes Toward Older Adults

“…This can be accomplished using several means, such as clinical experiences, interprofessional practice experiences, introductory and advanced pharmacy practice experiences (IPPEs and APPEs), and geriatric elective courses. 4,8,12,15,20 Simulation games also are a useful method for teaching concepts to students because they actively involve students in the learning process 4,6,21 and allow them to experience and respond to situations in a safe learning environment without real consequences. 6,21 Several games have been developed to simulate the aging process and improve student healthcare professional attitudes and knowledge, 6,11,13,14,23-25 but few focus on medication-related problems.…”

“…[8][9][10] These improvements in attitudes may be attributable to curricular changes, as many universities and colleges educating healthcare professionals have incorporated geriatric-specific education into the required and elective curriculum. 8,9,[11][12][13][14][15][16] The importance of displaying professional attitudes and values during all health care interactions is recognized by the Accreditation Council for Pharmacy Education (ACPE) in their revised standards for pharmacy education as well as the American Association of Colleges of Pharmacy (AACP) in their outcomes for pharmacy education. [17][18][19] Therefore, activities that improve student understanding and attitudes toward different patient populations should be integrated within the curriculum to promote patient-centered care.…”