Geriatric Interdisciplinary Team Training Program Research Articles

Geriatric Interdisciplinary Team Training Program

Geriatric interdisciplinary team training has long been a goal in health education with little progress. In 1997, the John A. Hartford Foundation funded eight programs nationally to create Geriatric Interdisciplinary Team Training (GITT) programs. Faculty trained 1,341 health professions students. The results of the evaluation, including presentation of new measures developed to assess interdisciplinary knowledge, are presented, and the implications of the program as a model of interdisciplinary education are discussed. Evaluation data from 537 student trainees are presented. At posttest, GITT trainees demonstrated improvement on all measures of attitudinal change, no change on the geriatric care planning measure, and a change in some of the questions on the test of team dynamics that varied by discipline. Changes were greatest for all the attitudinal measures with the self-reported Team Skills Scale indicating the most significant change--a change that is significant across medicine, nursing, and social work trainees.

Using Case Studies to Evaluate Students' Ability to Develop a Geriatric Interdisciplinary Care Plan

ABSTRACT The Geriatric Interdisciplinary Team Training (GITT) program, an educational intervention funded by The John A. Hartford Foundation of New York City, has trained more than 1800 health care professions students and clinicians throughout the United States. Evaluating the effectiveness of this training intervention has proven to be quite a challenge. Core measures were collected pre-and post-GITT training to evaluate student development as a result of GITT. This paper focuses on one of these core measures, the Test of Geriatric Interdisciplinary Care Planning (TGICP). This instrument, developed for the GITT program, is one mechanism created to test trainees' ability to develop an interdisciplinary plan of care. Using a case study methodology, this two-part instrument provides an innovative approach to quantifying and correlating responses from an interdisciplinary cohort of students. This paper will describe the development of the TGICP, including the creation and validation of the case studies, the framework for the questionnaire, and the coding and scoring mechanism created to evaluate trainee responses.

Institutionalizing a Multi-Faceted Approach to Geriatric Interdisciplinary Team Training

ABSTRACT The process of needs assessment, program design, implementation, and institutionalization of a Geriatric Interdisciplinary Team Training Program is examined. Three program components target health care professionals and students/pre-professionals: a video-based geriatric interdisciplinary team training course that has portability and is appropriate for training in a variety of settings; a system of identifying, enhancing, and evaluating geriatric placements in interdisciplinary teamwork; and a series of training units leading to a Geriatric Interdisciplinary Team Training Certificate. Over the three-year program development period, 40 students completed the graduate course, 12 new clinical training sites were developed for training in interdisciplinary teamwork, and 39 half-day Geriatric Interdisciplinary Team Training sessions were developed, offered, and evaluated for 537 health professionals. Fifteen health-care professionals were certified through the 50-hour geriatric interdisciplinary team training program and three health-care professionals took the 40-hour program.

Creating Interdisciplinary Training for Health Care Professionals: The Challenges and Opportunities for Home Health Care

Training health care professionals to work together in managing the problems of elderly patients is an area where the home health care industry can make a crucialand substantial contribution. Since 1996, Rush Home Care Network, an affiliate agency of Rush-Presbyterian-St. Luke’s Medical Center in Chicago, has served as a clinical training site for an interdisciplinary education program. This program, the Rush Geriatric Interdisciplinary Team Training Program, was initially funded in 1996 through a grant from the John A. Hartford Foundation. Trainees from medicine, nursing, socialwork, pharmacy, occupationaltherapy, physicaltherapy, and clinical nutrition observe and work with Rush home care teams. They participate in team meetings, home visits, patient assessment and counseling, and in-service training. The Rush home care experience in interdisciplinary team training can be viewed as a modelfor other home health care organizations interested in becoming clinical training sites for team care.

Cross-Disciplinary Approaches to Teaching Interdisciplinary Teamwork and Geriatrics

The Mount Sinai Medical Center Geriatric Interdisciplinary Team Training Program prepares future health professionals to work on geriatrics interdisciplinary health care teams through structured educational and training experiences. This article describes the Program's educational goals and teaching methods. A number of cross-disciplinary approaches have been developed to facilitate learning, including team teaching, a seminar series, workshops, journaling, standardized patients, “real time” experiences, and other program enhancements. The Program has had considerable impact at the trainee, faculty, management and institutional levels, but issues and challenges to cross-disciplinary team training remain. Suggestions for overcoming learning, professional culture, and implementation barriers are given.