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Disciplinary split: a threat to geriatrics interdisciplinary team training.

David B Reuben¹, Lené Levy-Storms, Misty N Yee

¹UCLA Multicampus Program in Geriatric Medicine and Gerontology, Los Angeles, California 90095, USA. dreuben@mednet.ucla.edu

Journal of the American Geriatrics Society

|May 27, 2004

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Disciplinary differences in attitudes and training create significant barriers to geriatric interdisciplinary team training (GITT). Overcoming these requires addressing cultural traditions and ensuring consistent faculty support for optimal team care.

Area of Science:

Geriatric Medicine
Health Professions Education
Interdisciplinary Team Training

Background:

The John A. Hartford Foundation initiated geriatric interdisciplinary team training (GITT) in 1995.
The program targeted advanced practice nursing, social work, and medical residents.
An evaluation was conducted on the first eight GITT programs nationwide.

Purpose of the Study:

To examine the influence of disciplinary cultures, regulations, and attitudes on interdisciplinary training.
To identify obstacles to effective geriatric interdisciplinary team training.
To inform strategies for improving future GITT programs.

Main Methods:

Employed case-study and cross-case designs.
Utilized both quantitative and qualitative data for comprehensive analysis.

Related Experiment Videos

Focused on the first eight Geriatric Interdisciplinary Team Training (GITT) programs.

Main Results:

Attitudinal and cultural differences between health professions (disciplinary split) significantly impede interdisciplinary training.
Physician trainees showed less enthusiasm and shorter training durations compared to other disciplines.
Discipline-specific regulations and accreditation standards presented additional barriers to training.

Conclusions:

Cultural and attitudinal barriers, alongside regulatory hurdles, hinder optimal geriatric interdisciplinary team training.
Interventions like home visits showed promise in fostering interdisciplinary collaboration.
Addressing barriers requires systemic changes at accrediting and leadership levels within disciplines.