Workforce Education Research Articles

Racialized Early Grade (Mis)Behavior: The Links Between Same-Race/Ethnicity Teachers and Discipline in Elementary School

Studies persistently show disparities in exclusionary discipline across racial/ethnic groups in U.S. schools. Using administrative data from kindergarteners through fifth graders in Indiana, we examine the effects of student-teacher race/ethnicity matching on disciplinary outcomes. We find that Black students exhibit lower rates of suspension and expulsion when they study with Black teachers—driven mainly by fewer defiance and profanity offenses. By contrast, for Latinx and White students, having a teacher of the same race/ethnicity is not associated with suspension and expulsion. In light of the shortage of Black teachers in the teacher workforce, our findings underscore the vulnerability of Black students to exclusionary discipline in the early stages of schooling.

Why are Ethnic Minority Teacher Paid Differently in England: A Preliminary Analysis of the School Workforce Census

This paper uses data from the School Workforce Census in England, 2015-2022, to examine differential pay rates for teachers of different ethnic groups. Part of the reason for this is to help understand why ethnic minority teachers are under-represented in the teacher workforce. There are surface differences between the pay of different groups. Black African and Black Caribbean teachers tend to be paid more than average, and Pakistani teachers tend to be paid less. But there are also differences in age, qualifications, region, and phase of education. Taking all of the background and context variables into account, there is no evidence that ethnicity is a clear factor in determining pay. Of course, the reasons why teachers of different ethnicity teach in particular phases and regions may be part of that explanation. However, we will have to look elsewhere to explain the disproportion between ethnic minority teachers and pupils in England, and for the most effective policy levers to increase the supply and retention of minority ethnic teachers. Policymakers and schools could still consider salary incentives to try and attract more minority ethnic undergraduate students to a teaching career, where recruitment and retention of minority ethnic teachers is a challenge.

Placement poverty has major implications for the future health and education workforce: a cross-sectional survey.

Objective'Placement poverty' refers to the financial burdens imposed upon students by the completion of mandatory professional placement. We aimed to identify the financial implications of mandatory professional placements on student wellbeing.MethodsA cross-sectional online survey (August 2023 to January 2024) completed during students' most recent professional placement in the final year of their degree. Eligible participants were health or teaching students studying at Australian and New Zealand universities in degrees requiring mandatory professional placement. Questions included total and accommodation costs, financial support, impact of finances on placement preferences, presence of food insecurity, and implications for student wellbeing.ResultsParticipants (n=530) were mostly health professional (65%) students (median, 25; interquartile range (IQR), 22-30 years, 95.3% domestic, 88.3% full time, 2.0% New Zealand). Health students had higher total costs (in Australian dollars) for the recent placement ($1500; IQR, 600-3453) compared to teaching students ($1200; IQR, 600-2757) (P=0.02), likely due to longer placement duration (6weeks for health students). A higher proportion of health students required financial support (P=0.0001). Placement preferences were always or sometimes (63.8%) determined by cost rather than learning opportunity. Food insecurity was experienced by most students (70.2%) (10.4% marginal, 32.1% moderate, 27.7% severe), with no difference by degree type. Thematic analysis identified themes of burnout, emotional distress, inability to focus on learning, postponing care of oneself, urgent need for financial support, unanticipated family and other circumstances, and worsened societal inequity.ConclusionsOur study identified widespread financial difficulty in students undertaking placement that adversely impacted personal wellbeing. Strategies are needed to support wellbeing and ameliorate the financial burden.

Videos for Psychiatric Education: Could Deidentification Technology Make it Possible to Use Video Recordings of Patients for Psychiatric Education?

The field of psychiatry has been limited in its use of patient videos for educational purposes because essential facial information must be obscured to protect patient privacy, confidentiality, and dignity. This article calls attention to emerging technologies for deidentification of patients in video recordings while still preserving facial expression. Fully anonymized videos could be used to augment the education of psychiatric residents and for continuing education of the psychiatric workforce. This article suggests projects that deidentification technology could make possible; it also outlines some complex problems that would need to be addressed before the field could use this potentially transformative technology.

Widening the Gates: Redefining Excellence in Selection for Health Professions Education for a Diverse Future Workforce.

To ensure diversity in the healthcare workforce selection committees must select a cohort of students who collectively possess the wide variety of qualities necessary to serve societal needs. In practice, selection procedures primarily focus on predicting academic outcomes, which are currently based on a limited set of qualities, restricting the definition of excellence in healthcare. The authors propose a shift in the design of selection procedures by including additional considerations - student diversity and applicant perception - to select talented students who can fulfil societal needs. The authors explain the importance of incorporating these considerations into the design of selection procedures and challenges that may arise. To overcome the challenges of incorporating student diversity and applicant perception in the design of selection procedures, a new view on alignment between the profession, training and selection is needed. This starts with redefining excellence in the profession with more explicit attention to equity, diversity and inclusion (EDI). The authors argue that by employing an EDI-adjusted model of alignment, selection procedures can enhance academic outcomes, properly recognize the talents of and acknowledge the needs for a diverse future workforce and be perceived as fair by applicants.

Actions of Academic Institutions for Optimization of Human Capital

This editorial integrates the pivotal role of human capital, intellectual capital, and innovation in the pursuit of national prosperity and organizational success. As organizations endeavor to optimize human capital, recognizing it as a cornerstone of value creation, we emphasize the need for strategic investments in education, training, and innovative workforce development. By doing so, nations can position themselves at the forefront of global competitiveness, fostering inclusive growth and prosperity. Through the exploration of complexities in human and intellectual capital, we encourage researchers, practitioners, and policymakers to adopt innovative approaches. The contributions in this issue aim to broaden our understanding of the interconnected dynamics between human capital, intellectual assets, and organizational success. Keywords: Intellectual capital, Human capital, Academic excellence,National prosperity, Dynamics.

Understanding the Landscape of Cyberbiosecurity for Integrative Educational Programming

Highlights Alignment of terminology and community building are crucial in cyberbiosecurity. Agriculture and life sciences in a digital age present unconventional challenges. Data and digital literacy are baseline skills for integrative cyberbiosecurity education programming. Cyberbiosecurity education framework offers a foundation for intentional, integrative programming efforts. Abstract. As an emerging and interdisciplinary field at the nexus of digital technologies and agriculture and life sciences (ALS), the integration of cyberbiosecurity education for professional training and skills development remains challenging. Educational practices and related workforce development efforts associated with cyberbiosecurity may be best generalized as pseudo-shadow education, occurring outside standardized practice and lacking known ‘best practice’ to mimic. The current state of cyberbiosecurity education reflects a lack of sequenced and developed knowledge, values, judgments, and ways of thinking, which serve as windows into the underlying cultures of a disciplinary field. Coupled with this gap, the continuous deployment and convergence of information technology (IT) and operational technology (OT) within ALS creates new vulnerabilities that are unfamiliar to the workforce. These vulnerabilities expose critical ALS infrastructures to cyber-attacks and terrorism and hold significant consequences for the bioeconomy. Securing the bioeconomy and preventing negative multiplier effects in other related sectors depend on adequate cyberbiosecurity education programming and workforce development. This exploratory report of current realities and future prospects provides insights into integrative cyberbiosecurity education programming for workforce development. The study explicates underlying concerns to be addressed in developing integrative cyberbiosecurity education for professionals in agriculture and life sciences and suggests an expandable framework to facilitate workforce development programming. Concerns to address regarding the creation of educational programming in cyberbiosecurity include alignment in definition, cross-boundary community building, the peculiar dynamics of the cyberbiosecurity threat landscape, and baseline requirements for cyberbiosecurity education and practice. Keywords: Agriculture and life sciences, Bioeconomy, Cyberbiosecurity, Education and workforce development, Threat landscape.

A Critical Examination of Women's Economic Independence

This paper delves into the critical examination of women's economic independence, underscoring its significance in promoting gender equality and enhancing societal economic health. The rationale for this examination stems from the persisting gender disparities in economic spheres globally, despite considerable progress in recent decades. Economic independence is pivotal for women's empowerment, offering them autonomy in decision-making processes and facilitating their contribution to economic development. The methodology encompasses approach that enables a nuanced understanding of the multifaceted barriers to and enablers for women's economic independence. Key findings reveal that while educational attainment and workforce participation have increased for women, significant obstacles remain. These include the gender wage gap, socio-cultural norms, and inadequate legal protections, which collectively hinder women's economic advancement. The conclusion emphasizes that enhancing women's economic independence is not only a matter of gender equality but also a crucial component of economic sustainability. It argues for a concerted effort from governments, non-governmental organizations, and the private sector to implement comprehensive strategies that address both the economic and cultural dimensions of women's independence.

Impact of Electricity Power Consumption on Economic Growth in Nigeria: A Threshold Regression Analysis Approach

Despite the abundance of several electricity sources in Nigeria and Government efforts in attracting private sector investment over the last two decades, the country is still facing several challenges which includes investment, electricity generation, transmission, distribution, and labour related issues that has contributed to dwindling economic fortunes. Therefore, this paper investigated the relationship between electricity power consumption and economic growth in Nigeria from 1990 to 2022. The paper employed a Threshold Regression Approach. The results revealed that the paper observed a negative relationship with economic growth in the regime characterized by low electricity power consumption values of -0.2381. Conversely, higher electricity power consumption values of 0.2556 established a positive relationship in the regime. These findings underscored a nonlinear relationship between economic growth and electricity power consumption following the endogeneously determined threshold value of 0.1301. The study’s implications for policy and investment decisions in Nigeria are profound. The results highlighted the critical role of electricity power consumption growth in shaping economic growth. Policymakers and stakeholders are urged to consider initiatives promoting the expansion and modernization of the power sector, involving infrastructure investment and attracting private sector involvement. Moreover, recognizing the positive influence of labor force growth values of 0.2670 on economic growth, there is an opportunity to harness Nigeria’s abundant labor force. Policy recommendations include a focus on workforce development, education, and training to enhance the skills and productivity of the labor force. In light of the non-significant impact of investment growth (-0.0025) on economic growth, a re-evaluation of privatization efforts in the power sector is recommended. Policymakers should prioritize attracting meaningful investments directed at power sector infrastructural development and create an environment conducive to private sector participation, fostering sustainable economic growth in Nigeria.

Impact of family socioeconomic position on childhood asthma outcomes, severity, and specialist referral - a Danish nationwide study.

Asthma is the most common chronic illness in children, carrying a major burden. Socioeconomic position (SEP) affects adult asthma outcomes, but its impact on childhood asthma, particularly in primary versus specialist care, has not been studied thoroughly. In a Danish cohort consisting of all children aged 2-17years redeeming inhaled corticosteroids in 2015, parental SEP impact on asthma outcomes was investigated. Workforce attachment, income, education, and metropolitan residence were chosen as covariates in logistic regression. Outcomes were uncontrolled (excessive use of short-acting beta2-agonists), exacerbating (oral corticosteroid use or hospitalization), and severe asthma (according to GINA 2020). The cohort comprised 29,851 children (median age 8.0, 59% boys). 16% had uncontrolled asthma, 8% had ≥1 exacerbation. Lower income and metropolitan residence correlated with higher odds of poor control, exacerbations, and severe asthma. Lower education correlated with worse asthma outcomes. Education and income were protective factors in primary care, but not in specialist care. Metropolitan residence was the sole factor linked to specialist care referral for severe asthma. Low parental SEP and metropolitan residence associated with poor asthma outcomes. However, specialist care often mitigated these effects, though such care was less likely for at-risk children in non-metropolitan areas.

Problems and Optimizing Strategies of Primary School Students’ Mental Health Education

This article aims to explore the problems and optimization strategies in primary school students’ mental health education. After analyzing the current status of mental health education for primary school students, the article will employ a literature review method to analyze the issues related to the weak teacher workforce, insufficient school emphasis, and family factors. By strengthening professional training to enhance the professional competence of educators, actively transforming teaching philosophies to prioritize mental health education, and promoting home-school cooperation to integrate mental health education into various subjects, these optimization strategies can effectively improve the current status of mental health education for primary school students. The research findings indicate that the current mental health education for primary school students faces problems such as a weak teacher workforce, insufficient school emphasis, and family factors. However, through the implementation of optimization strategies, the professional level of educators can be enhanced, and home-school cooperation can be promoted, thereby effectively improving the mental health education for primary school students. The study suggests that the aforementioned optimization strategies provide some guiding recommendations for mental health education for primary school students and have a certain impact on promoting their mental well-being.

Understanding the Underrepresentation of Male Teachers in Nigerian Secondary Schools: A Case Study of Enugu State (2014-2024)

This study x-rays the decline in number of male teachers in Nigeria’s secondary schools, highlighting the gender dynamics that influence the teaching profession. The role teachers play in the education sector of every country is paramount in nation building. There is a noticeable decline in male participation particularly at the primary and secondary schools’ levels in Nigeria. The research questions that this study seeks to answer include: Why are male teachers underrepresented in the Nigerian Secondary schools? Secondly, how does the gender imbalance among secondary schools’ teachers in Nigeria affect the educational experience of the students? Thirdly, what are the strategies to be employed in combating male teachers’ underrepresentation and promoting gender balance in the teaching workforce of Nigerian secondary schools? Using social role theory and intersectionality as theoretical frameworks, the study examines cultural, economic, and social factors contributing to the underrepresentation of male teachers in secondary schools. Key findings reveal that low remuneration, social stereotypes, and cultural expectations deter men from pursuing teaching careers in Nigeria. Many view teaching in secondary schools as a low-status career, predominantly associated with caregiving roles traditionally assigned to women. This study employs a mixed-methods approach, incorporating quantitative data from surveys of 15 secondary schools in Enugu State and qualitative insights from semi-formal interviews with male teachers and non-teachers to attend to the research questions. The results showcase a significant gender imbalance, with female teachers constituting 67% of the surveyed workforce. This underrepresentation has negative implications that include; limited access to male role models for students and increased workloads for the remaining teachers. To address this, the study recommends public engagement initiatives to challenge the cultural and societal norms and promote gender balance in teaching, emphasising the importance of male participation in education for the wholistic development of students and fostering an inclusive educational environment in Nigeria.

Comparative Study of the Impact of Authentic Leadership on Organizational Commitment of Public and Private Secondary School Teachers

This comparative study was conducted to investigate the influence of authentic leadership on the organizational commitment of secondary school teachers. The study focuses on both public and private secondary schools, recognizing the distinct contextual factors that may shape the relationship between authentic leadership and organizational commitment in these two sectors. This study aimed to bridge the gap by exploring the potential impact of authentic leadership behaviors exhibited by school principals on the organizational commitment of teachers, while considering potential variations between the public and private school contexts. A mixed method was employed. Data collection involved surveys, interviews, and document analysis. The findings suggest that authentic leadership plays a crucial role in influencing teachers' affective and normative commitment levels in both public and private secondary schools in the KP region. The implications of these findings are significant for educational policymakers, school administrators, and leadership development programs. Strengthening authentic leadership behaviors among school principals could foster higher levels of organizational commitment among teachers, contributing to improved educational outcomes and teacher well-being. The study underscores the need for tailored approaches in enhancing authentic leadership practices based on the specific sector; thereby promoting a more committed and engaged teaching workforce in Khyber Pakhtunkhwa. Further research avenues and recommendations are discussed in light of the study's outcomes.

Impact of In-service Promotion linked training on Developing the Professional Competencies of Pedagogy of Subject Specialists in Punjab

This study aims to investigate the impact of in-service promotion-linked training from subject specialists BS-17 to BS-18 on the development of professional competencies in pedagogy among subject specialist teachers in Punjab, Pakistan. The questionnaire assessed the perceived impact of the training on various dimensions of pedagogical competencies, including instructional strategies, assessment techniques, classroom management, and student engagement. To explore the effectiveness of this training program in enhancing teachers' pedagogical knowledge and skills, as well as its influence on their teaching practices. The research employed a sequential explanatory design, combining quantitative and qualitative data collection and analysis methods. Data were collected from 20 (12 male and 08 female) training participants in the quantitative phase, and a survey questionnaire was administered to a sample of subject specialist teachers who had undergone the in-service promotion-linked training program. SPSS software was used for qualitative data analysis. The study anticipates that the in-service promotion-linked training program positively impacts the development of subject specialist teachers' pedagogical competencies. Ultimately, the research aims to foster a more proficient and competent teaching workforce, which will positively influence student learning outcomes and contribute to the overall advancement of the education system in Punjab.

Male Educators in Pre-School Education: Recognition or Anxiety?

Introduction. Some parts of the education system, especially the pre-school and primary phases, remain almost exclusively “female” professional niches, and for years this dramatic gender imbalance in the educational workforce worldwide has been considered “natural” and not worthy of research. The situation has begun to change in the last two decades, as more and more researchers internationally have begun to study various aspects of male participation in early childhood education and care. The Russian academic community has been slow to join the debate, and Russian publications on males in Early Childhood Education and Care are next to naught. Materials and Methods. The authors used a diverse pool of primary and secondary information sources, such as official statistics, open source publications (content analysis of the texts of the “Kindergarten Dads” project) and newly collected empirical data (survey of 142 students of the Institute of Pedagogy and Psychology of Education of the Moscow City Pedagogical University (2022 year) and the vision of the Institute’s director, Professor A. I. Savenkov), to explore the following questions: 1) How many male educators work in the pre-school sector and in what capacity? 2) How are male educators represented in public and professional discourses? 3) What strategies have been used to attract more men into the sector and how successful have they been? Results. Despite the limitations of the available statistical data, some general conclusions can be drawn: the proportion of male pre-school educators in Russia has always remained extremely low. A peculiar combination of references to classical masculinity and gender equality in the construction of the image of a male educator. Summarizing the main results of the study, perhaps the most important point to highlight is the complexity and heterogeneity of teacher traineesʼ perceptions of the profession, their future, and male teachers. Discussion and Conclusion. Overall, our statistical analysis suggests that while barriers to more men entering the pre-school teaching profession are still prevalent and continue to create obstacles, they may not be as insurmountable as hypothesised and can be reduced, if not overcome, through targeted educational policies. Our case studies show that to be successful, recruitment and retention strategies need to address a range of common and male-specific barriers. These include changing the social image of pre-school sector as a female domain, improving pay and career prospects for some, if not all, types of jobs in the sector.

The Integrated Care Workforce - why is nobody interested?

Introduction: The health and care workforce was under pressure long before the pandemic, not least because of the constant development of new technologies, policy reforms and dwindling ressources. In recent years, concepts like the Quadruple Aim or the WHO European Framework for Action for integrated health services delivery have helped to highlight the importance of workforce planning, education and training or role definitions for integrated care. If we want the principles of integrated care working to become engrained in the work ethic and culture of health and care, a lot more needs to happen on many levels in order to ensure that the full potential of the individual and the concept as a whole can be fulfilled. However, as the lack of response to a recent call for papers on the subject has shown, there still doesn’t seem to be much interest in the research, practice and planning to support an integrated care workforce.
 Aims and Scope of the workshop: We want to use this workshop therefore to discuss with the integrated care community, why so little is done to support the integrated care workforce. We understand the integrated care workforce to comprise of health and social care professionals, carers, volunteers, etc. but we are open to being challenged on this point. Interesting questions to explore include:
 •Why are there hardly any integrated care cases, which include continuous professional education and training programmes?
 •Why are professionals so seldomly included in research and practice design?
 •What role do patients, service users, volunteers, families, etc. play in the future workforce? Are they a part of it? How formal or informal should their role be? How can we use them more strategically in education and training at the least?
 •What support does the workforce need during the transition process from fragmented to integrated working?
 •How can professional associations become promoters of integrated care?
 •What are some of the good examples which illustrate the development of a resilient, compassionate and integrated workforce? How can digital solutions support them?
 Audience: The workshop is for professionals, policy makers, educators and teachers, managers and academics, as well as people with lived experience of health and social care (including family carers) who are committed to a healthy, integrated workforce as the basis of integrated care implementation.
 Programme:
 5 minutes introduction to the topic
 15 minutes brainstorming world café round 1
 5 minutes change over
 15 minutes world café round 2
 15 minutes plenary discussion on key messages and next steps
 5 minutes wrap-up and personal actions
 Objectives and outcomes: Th objective of this workshop is to identify the reasons, why the workforce is still not recognised as a crucial topic in theory and practice, except for headlines in the media. It will also define the most urgent research questions, and priorities for policy and practice, which should be discussed within the international network of integrated care to support a better prepared workforce for the future.

Socioeconomic determinants of ownership of payment cards, mobile money account, and government remittances of digital financial services: evidence from India

PurposeThis paper aims to measure the extent of digital financial inclusion (DFI) and examine the effect of socioeconomic characteristics on using government remittances and the adoption of digital financial services (DFS) during the COVID-19 pandemic.Design/methodology/approachThe World Bank Global Financial Inclusion (Global Findex) database 2021 is used in this study, with a sample size of 3,000 Indian individuals. The study measured the demand-side analysis of DFI, namely, accessibility and usage of DFS with selected socioeconomic characteristics such as gender, age, income, education, being in the workforce and residential status of respondents. The dependent variable is binary in nature; therefore, the logistic regression model is used for the data analysis.FindingsThe results of the study reveal that individuals’ socioeconomic factors, such as female, all the age groups, tertiary education, third- and fourth-income quintile and workforce, are found to have a significant association with “accessibility,” an exogenous variable of DFS. Besides, respondents’ socioeconomic attributes, namely, female, tertiary education, income for all quintiles and workforce, are more likely to use DFSs in the COVID-19 pandemic. The study also finds the residential status of individuals is influencing the accessibility and usage of DFS.Practical implicationsThe findings of the study provide valuable insights to the service providers and policymakers regarding the rapid expansion of DFS by digital infrastructure, simplifying the banking procedures and highlighting the importance of digital financial literacy to accomplish government goals through serving the unbanked population and also design strategies for achieving the objectives of Digital India: “Faceless, Paperless, and Cashless” of DFI across the country.Originality/valueNotable studies used World Bank Findex survey data to explore the determinants of financial inclusion in general. This research is one among the few studies to explore the determinants of India’s DFI. Moreover, this study measured the effect of individual socioeconomic attributes on the adoption of DFSs during the COVID-19 pandemic, which has not been included in prior studies. Therefore, this study has added value to the existing literature on financial technology innovation and DFS for the sustainable development of emerging nations.

Effect of District Institute of Education & Training on Development of Teacher's Competency at Elementary Level

Teachers are the front -line providers of quality education . They constitute the single largest input of the endeavor for improving the quality and relevance of the education system . Quality of education , in its broadest sense , depends to a considerable extent, on the quality of teaching workforce. Teacher's competency and commitment are functions of teacher education programme , its pre-service and in- service components . The best of curriculum , textbooks and infrastructure support system are of little significance without the alchemy of teacher's reflective thinking and pedagogical skills. Teacher preparation and teacher development are the critical components of a sound system of teacher education . Teacher Education Institution plays a vital role in creating or preparing teachers of future generation . Teacher Education Institutions like College of Teacher Education (C.T.Es), Institute of Advanced Studies in Education (I.A.S.Es), District Institute of Education And Training (D.I.E.Ts), Elementary Teacher Education Institution (E.T.E.Is) and Block Institute of Education and Training (B.I.E.TS ) have important role in capacity building of teachers . Teacher Education institutions serve as key change agents in transforming education and society . DIET plays an important role in developing teacher's competency at elementary level . and Keywords: Quality education, NEP 2020, Teacher's competency , Teacher Education institution.

EVALUATE THE IMPACT OF INTERDISCIPLINARY EDUCATION AND TELEHEALTH PRIMARY CARE: QUALITY AND EFFICIENCY

Abstract In a provider shortage area, an Interprofessional Education and Telehealth Primary Care (IPETC) for geriatrics workforce was developed in 2020. To analyze the impact of IPETC on quality and efficiency of care, we measured quality outcomes defined by the CMS defined quality measures - dementia caregiver education/referral and advance care plan, and efficiency outcomes by estimating healthcare cost savings from reducing hospitalization. Two-hundred forty-four community-dwelling adults aged 60 to 97 with mild to moderate dementia were selected in an urban safety-net primary care clinic. Propensity - demographics and comorbidity was matched. Main outcomes were (A) number of hospitalization and 90-day rehospitalization rate, hospitalization-related healthcare cost estimates from the State Inpatient Dataset using the ICD-10 codes of principal diagnosis and hospital length of stay between January-December 2021. One-hundred twenty-two patients were cared by primary care providers who received the IPETC;122 patients were by those who did not have the IPETC; (2) CMS quality measures were compared between 2019 (baseline) and 2021 of patients cared by providers with IPETC. Number of hospitalization with IPETC was fewer than those without IPETC (0.72 vs. 1.38, p < .01). Number of 90-day rehospitalization with IPETC was fewer than those without IPETC (0.14 vs. 0.30, p < .01). An average cost-saving of $20,289 per patient was observed among those with IPETC than those without IPETC (p < .001). CMS quality measures improved from 15.6% to 51.0% in dementia caregiver education/referral; 10.2% to 24.7% in documented advance care plans.

EVALUATE THE IMPACT OF INTERDISCIPLINARY EDUCATION AND TELEHEALTH PRIMARY CARE: QUALITY AND EFFICIENCY

Abstract In a provider shortage area, an Interprofessional Education and Telehealth Primary Care (IPETC) for geriatrics workforce was developed in 2020. To analyze the impact of IPETC on quality and efficiency of care, we measured quality outcomes defined by the CMS defined quality measures - dementia caregiver education/referral and advance care plan, and efficiency outcomes by estimating healthcare cost savings from reducing hospitalization. Fifty eight community-dwelling adults aged 67 to 94 with mild to moderate dementia were selected in an urban safety-net primary care clinic. Propensity - demographics and level of physical impairment was matched. Main outcomes were (A) hospitalization-related healthcare cost estimates from the State Inpatient Dataset using the ICD-10 codes of principal diagnosis and hospital length of stay between January-December 2021. Twenty nine patients were cared by primary care providers who received the IPETC;29 patients were by those who did not have the IPETC; (2) CMS quality measures were compared between 2019 (baseline) and 2021. An average cost-saving of $22,135 per patient was observed among those treated by the healthcare providers who received the IPE/telehealth curriculum training than those treated by the providers without the training. CMS quality measures improved from 15.6% to 51.0% in dementia caregiver education/referral; 10.8% to 42.8% in documented advance care plans. Innovative interdisciplinary education and telehealth primary care has shown improvement of quality and efficiency of dementia care in a provider shortage area.