Developing an Assessment System for Geriatrics Training

• In Event: 28.090 - MTCC Roundtable Session Nine
  In Roundtable Session: 28.090-8 - Challenges to the Development of Assessment Systems for Competency-Based Education in the Health Professions

Abstract

In recent years, there has been a growing emphasis placed on preparing health professionals who are able to provide patients with team-based care (IPEC, 2016). This type of interprofessional collaboration is especially important for the care of our growing population of older adults (Goldberg, Koontz, Rogers, & Brickell, 2012). Because older adults often have complex health care needs, interprofessional collaborative care has been recognized as especially important for this patient population (Goldberg, Koontz, Rogers, & Brickell, 2012). The increased focus on interprofessional education combined with the critical shortage of health professionals trained in geriatrics prompted the creation of an interprofessional development curriculum focused on topics in aging that is guided by both the Interprofessional Education Collaborative’s (IPEC) Core Competencies and the American Geriatric’s Society’s Partnership for Health in Aging’s (PHA) Multidisciplinary Competencies in Geriatrics. The resulting Faculty Development Program (FDP) is grounded in evidence-based practice for health professionals and provides clinicians with a faculty appointment training to enhance their skills in working interprofessionally and teaching aging-related topics. Over the course of nine months, faculty participate in monthly seminars, independent study, an interprofessional practicum experience, and develop, implement, and evaluate a curriculum project. The seminars consist of didactic sessions, demonstrations, and group activities designed to provide interprofessional perspectives on caring for older patients. Participating faculty also take part in workshops devoted to competency-based curriculum and assessment development.

This presentation will focus specifically on challenges faced when trying to develop an assessment system in support of achieving multidisciplinary geriatrics-related competencies. Major challenges to be discussed include:
Incorporating interprofessional geriatrics competencies into existing health professions curricula
Creating multiple, complementary assessments to measure achievement of interprofessional geriatrics competencies broadly
Providing faculty adequate training on competency-based assessment development, use, and interpretation
Based on findings from formative and summative evaluations of the FDP, suggestions for how best to overcome these challenges will be provided.

Author

• Sarah Anne Marrs, Virginia Commonwealth University