老年病学研究员在线和一起学习 (Geri-a-FLOAT):一个可持续的学习和支持模式
Kimberly J Beiting1, Ryan Z Chippendale2, Anna Goroncy3
1Division of Geriatric Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA.
老年学员在线学习和一起 (Geri-a-FLOAT) 虚拟课程成功扩展,显示出高参与者满意度和持续影响. 该计划提供了一个标准化老年医学教育的模式,并促进全国范围内的合作.
科学领域:
- 医学教育 医学教育
- 老年病的医生 老年病的医生
- 虚拟学习 虚拟学习
背景情况:
- 老年病学学员在线学习和一起 (Geri-a-FLOAT) 是国家学员的虚拟课程.
- 这项研究详细介绍了该计划从试点扩展到为期一年的课程.
研究的目的:
- 扩大和评估Geri-a-FLOAT虚拟课程,用于老年病学研究员.
- 评估参与者的满意度,改变的意图和持续的知识,技能和行为.
主要方法:
- 克恩的六步课程开发模型被利用.
- 通过Zoom收集的参与者数据,包括会议后的调查和一年的后续调查.
- 评估的满意度,改变的意图和对知识,技能和行为的持续影响.
主要成果:
- 182名独特的参与者参加了19次会议,满意度高 (99-100%).
- 90%的参与者表示有意改变,其中89%的参与者在一年后报告持续的影响.
- 关键的好处包括资源共享,同行观点,专业联系和协作讨论.
结论:
- 虚拟的Geri-a-FLOAT课程受到老年病学研究员的好评.
- 该计划在课程后一年内表现出高的自我报告,持续的影响.
- "Geri-a-FLOAT"作为一个标准化学科教育和同行支持的潜在模型.
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