Evaluation of a Distance Learning Course in Geriatric Interdisciplinary Teaming

Coogle, Constance L.; Parham, Iris A.; Welleford, E. Ayn; Netting, F. Ellen

doi:10.1080/03601270290099958

Cited by 13 publications

(3 citation statements)

References 16 publications

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“…As a result, interest in interdisciplinary training of health care professionals is increasing. Various organizations and institutions (e.g., the Joint Commission on the Accreditation of Health Care Organizations, the Institute of Medicine, and the Department of Veterans Affairs) have publicly supported and promoted this type of training (Coogle, Parham, Welleford, & Netting, 2002;Institute of Medicine, 2003;Parham, Coogle, Wellword, & Netting, 2003).…”

Section: Introductionmentioning

confidence: 99%

Effects of a Geriatrics Interdisciplinary Experience on Learners' Knowledge and Attitudes

Fitzgerald¹,

Williams²,

Halter³

et al. 2006

Gerontology & Geriatrics Education

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This study examines the impact of an interdisciplinary training program on knowledge and attitudes of learners from four health care programs: medicine, pharmacy, social work, and nursing. Sixty-two learners participated in a 4-day educational program (one day each week for 4 weeks) focusing on interdisciplinary geriatric care. After completing the program, learner scores improved on a knowledge test and two attitudinal subscales, and they reported a positive training experience. A short-term interdisciplinary educational intervention can have an impact on learners' knowledge of and attitudes toward older adults, and improve their understanding and confidence in participating in an interdisciplinary collaborative care team.

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Section: Introductionmentioning

confidence: 99%

Effects of a Geriatrics Interdisciplinary Experience on Learners' Knowledge and Attitudes

Fitzgerald¹,

Williams²,

Halter³

et al. 2006

Gerontology & Geriatrics Education

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show abstract

“…These are courses that use television and=or video in gerontological education (Malone, Schmidt, & Poon, 1998;Burrow & Glass, 2001;Welleford, Parham, Coogle, & Netting, 2002;Piercy, K, 2000;Teaster & Roberto, 2000;McBride, Kuder, & Gamel, 2000;Lane, 2000;Coogle, Parham, Welleford, & Netting, 2002;Braun, Dubanoski, Smith, & Kiyak, 2000;Burdick, 2000;Dubanoski, Goodman, Braun, Roberts, & Lenzer, 1999;Shade & Barber, 2004;Johnson, 2004). There is also literature on the development of Web based or online courses in gerontology (Bucur, 2000;Renold, 2000;Carrillo & Renold, 2000) and online gerontological education programs (SzaldaPetree, Offner, Alexander, & Forbes, 1996;Schneider, 2000).…”

mentioning

confidence: 99%

Theoretically Based Pedagogical Strategies Leading to Deep Learning in Asynchronous Online Gerontology Courses

Majeski

Stover

2007

Educational Gerontology

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Online learning has enjoyed increasing popularity in gerontology. This paper presents instructional strategies grounded in Fink's (2003) theory of significant learning designed for the completely asynchronous online gerontology classroom. It links these components with the development of mastery learning goals and provides specific guidelines for incorporating these principles into each aspect of the online classroom such as the syllabus and presentation areas (class announcements, lectures, conferences, study groups). Strategies for cultivating connection to promote learning and retention in the online classroom and directions for future research on these pedagogical strategies are proposed.Distance-education programs in gerontology that prepare professionals to meet the needs of a rapidly growing and diverse aging population have become increasingly popular. Such programs frequently include television, e-mail and the Web to provide learning

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“…Some geriatrics education programs use a variety of techniques in distance leaming such as interactive teleconferencing, video, and online teaching in an interdisciplinary setting (Coogle, Parham, Welleford, & Netting, 2002). In keeping with an adult leaming model, this example illustrates the importance of a multipronged approach in delivery and technology usage to attend to students' diverse hackgrounds and capahilities.…”

Section: Technological Advances Supporting a Learner-centered Focusmentioning

confidence: 97%

Learner-Centered Online Courses/Programs in Gerontology and Geriatrics: New Responses to Changing Needs of Health Professionals

Cotter

Welleford

Drain

2008

Gerontology & Geriatrics Education

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This article describes recent trends that have led to an emphasis on a learner-centered approach to gerontology and geriatrics education especially in distance-based education. A learner-centered approach to education has combined with technological advances to stimulate distance-enhanced education for students in geriatric and gerontology programs. The technological advances, especially the Internet, that have enhanced the capacity of educational programs to involve students in the learning process even though separated from the instructor by time and distance, are discussed. In response to the needs of health care professionals who were seeking to enhance their skills in research, education, and leadership in their respective professions, including gerontology, the learner-centered Doctoral Program in Health-Related Sciences (DPHRS) was established in the School of Allied Health Professions of Virginia Commonwealth University. The specifics of this distance-enhanced, learner-centered program are described. The article ends with strategies for encouraging a learner-centered experience with special focus on distance-based education.

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Evaluation of a Distance Learning Course in Geriatric Interdisciplinary Teaming

Cited by 13 publications

References 16 publications

Effects of a Geriatrics Interdisciplinary Experience on Learners' Knowledge and Attitudes

Effects of a Geriatrics Interdisciplinary Experience on Learners' Knowledge and Attitudes

Theoretically Based Pedagogical Strategies Leading to Deep Learning in Asynchronous Online Gerontology Courses

Learner-Centered Online Courses/Programs in Gerontology and Geriatrics: New Responses to Changing Needs of Health Professionals

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