Practicing physician education in geriatrics: lessons learned from a train-the-trainer model.

Area of Science:

• Geriatric Medicine
• Medical Education
• Knowledge Translation

Background:

• Physician performance in managing common geriatric conditions is often suboptimal.
• Traditional lecture-based continuing medical education (CME) has limited effectiveness in changing physician behavior.
• There is a need for innovative educational strategies to improve geriatric care.

Purpose of the Study:

• To evaluate the effectiveness of a peer-led, learner-centered CME program using tool kits for common geriatric conditions.
• To assess changes in physician knowledge, attitudes, and office-based practices.
• To identify factors influencing the implementation of the CME program.

Main Methods:

• Expert faculty trained 60 nonexpert peer educators to conduct small-group CME sessions.
• Tool kits focused on memory loss, incontinence, and depression were utilized.
• 109 community-based sessions were delivered to 1,309 medical practitioners, with surveys administered immediately and 6 months post-session.

Main Results:

• Statistically significant increases in self-reported knowledge, attitudes, and practices were observed at both immediate and 6-month follow-ups (P<.001).
• Two-thirds of participants reported continued use of at least three tools at 6 months.
• Interactive, peer-led sessions with tool kits were rated higher for aiding understanding and usability than traditional reviews.

Conclusions:

• Peer-led, community-based CME sessions utilizing evidence-based tool kits can effectively improve physician practices in geriatric care.
• The availability of tool kits was crucial for educators, while time, audience, and space were identified barriers.
• This model of knowledge translation offers a viable strategy for enhancing the management of common geriatric problems.