Staying Afloat in the <scp>COVID</scp>‐19 Storm: <scp>GERIAtrics</scp> Fellows Learning Online And Together (<scp>GERI‐A‐FLOAT</scp>)

Duggan, Maria; Goroncy, Anna; Christmas, Colleen; Chippendale, Ryan

doi:10.1111/jgs.16755

Cited by 9 publications

(15 citation statements)

References 4 publications

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“…Limitations included the lack of a targeted needs assessment and the fact that participants were self-selected, so not everyone with knowledge gaps attended the lectures. The overall survey response rate of 33% was low, although consistent with similar studies conducted during the pandemic [15]. It is possible that participants who were dissatisfied with the curriculum chose to not respond, although it is more likely that the main barriers were time constraints and competing demands.…”

Section: Discussionsupporting

confidence: 70%

“…Another unique aspect of our curriculum was the approach used, informed by andragogy principles: most lectures were 20 minutes long, unlike extant COVID-19 lectures which used the traditional 1-hour lecture format [14,15]. Online geriatric learning has become ubiquitous during the COVID-19 pandemic for both didactic and clinical experiences, although best practices have yet to be evaluated [17][18][19][20].…”

Section: Discussionmentioning

confidence: 99%

“…The American Association for Geriatric Psychiatry assembled a curriculum consisting of 30 online lectures for residents whose clinical rotations were disrupted by the pandemic [14]. A group of geriatricians offered a series of five virtual meetings, GERIAtrics Fellows Learning Online And Together (GERI-A-FLOAT) [15]. Fifty-five participants representing 14 fellowship programs attended the meetings.…”

Section: Introductionmentioning

confidence: 99%

“…Overall evaluation scores ranged from 4.4 to 5.0 (on a scale of 1 to 5, with 1 being very poor and 5 being excellent). All respondents stated that they intended to change their practice following these sessions [15]. Neumann-Podczaska et al [16] developed an interprofessional telemedicine geriatric consultation rotation for medical and pharmacy students.…”

Section: Introductionmentioning

confidence: 99%

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The COVID-19 Geropsychiatry Rounds: A Curriculum for Healthcare Providers

Seritan¹

2021

OBM Geriatr

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Older adults’ mental health needs significantly increased during the COVID-19 pandemic. Geriatric psychiatry is an area of extreme workforce shortage globally. A novel curriculum was developed to educate healthcare providers on COVID-19-related geriatric and geropsychiatry topics. Monthly lectures were presented from November 2020 to June 2021. Evaluations were collected after each lecture via an anonymous survey. Overall lecture quality and relevance for the participants’ clinical practices were rated on a 1-3 Likert-type scale. 217 participants attended lectures; 72 evaluations were collected (33% response rate). Overall lecture rating score was 2.82 ± 0.38 and relevance score was 2.77 ± 0.45. The curriculum was well received and relevant to participants. Future studies should collect more details regarding participants’ clinical practices. To our knowledge, this is the first COVID-19-related geriatric psychiatry curriculum developed to educate healthcare providers and empower them to care for older adults during the pandemic.

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Section: Discussionsupporting

confidence: 70%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The COVID-19 Geropsychiatry Rounds: A Curriculum for Healthcare Providers

Seritan¹

2021

OBM Geriatr

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“…These developments have shown pathways to break down historical silos in medical education, highlighting future opportunities to educate across traditional 'brick and mortar' or other boundaries. Collaborations have been effective not only in the realm of online learning (Balakrishnan et al 2020, Beer et al 2020, Domen et al 2020, Duggan et al 2020, Elledge et al 2020, Goncalves et al 2020, Rasouli et al 2020, Rose et al 2020, Thum DiCesare et al 2020, but also in training to treat patients with COVID-19 (Aluisio et al 2020), well-being / learner support (Blankenburg et al 2020, Sockalingam et al 2020, Steeves-Reece et al 2020, clinical service reconfigurations (Dennis et al 2020), and faculty development (Lang et al 2020). Buitendijk et al 2020 argued that COVID-19 is an opportunity to rethink global cooperation in higher education and research, noting "we need global solutions to global challenges and universities need to work harder and better at collaborating."…”

Section: Summary Of Resultsmentioning

confidence: 99%

An update on developments in medical education in response to the COVID-19 pandemic: A BEME scoping review: BEME Guide No. 64

et al. 2021

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BackgroundCOVID-19 has fundamentally altered how education is delivered. Gordon et al. previously conducted a review of medical education developments in response to COVID-19, however, the field has rapidly evolved in the ensuing months. This scoping review aims to map the extent, range and nature of subsequent developments, summarizing the expanding evidence base and identifying areas for future research. MethodsThe authors followed the five stages of a scoping review outlined by Arskey and O'Malley. Four online databases and MedEdPublish were searched. Two authors independently screened titles, abstracts and full texts. Included articles described developments in medical education deployed in response to COVID-19 and reported outcomes. Data extraction was completed by two authors and synthesized into a variety of maps and charts. ResultsOne hundred twenty-seven articles were included: 104 were from North America, Asia and Europe; 51 were undergraduate, 41 graduate, 22 continuing medical education, and 13 mixed; 35 were implemented by universities, 75 by academic hospitals, and 17 by organizations or collaborations. The focus of developments included pivoting to online learning (n=58), simulation (n=24), assessment (n=11), well-being (n=8), telehealth (n=5), clinical service 2 reconfigurations (n=4), interviews (n=4), service provision (n=2), faculty development (n=2) and other (n=9). The most common Kirkpatrick outcome reported was Level 1, however, a number of studies reported 2a or 2b. A few described Levels 3, 4a, 4b or other outcomes (e.g. quality improvement). ConclusionsThis scoping review mapped the available literature on developments in medical education in response to COVID-19, summarizing developments and outcomes to serve as a guide for future work. The review highlighted areas of relative strength, as well as several gaps. Numerous articles have been written about remote learning and simulation and these areas are ripe for full systematic reviews. Telehealth, interviews and faculty development were lacking and need urgent attention. Practice Points• Most developments to date focused on pivoting to online learning and simulation, making these areas well poised for full systematic reviews.• Research on telehealth, interviews and faculty development to teach in remote environments was lacking and urgently needed.• Several exemplary articles demonstrated the power of collaboration, highlighting opportunities for enhanced cooperation in medical education in the future.

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