TY - JOUR
T1 - Medical Faculty Beliefs
T2 - Self-Rated Importance and Confidence in Teaching Geriatrics Primary Care
AU - Hyer, Kathryn
AU - Jester, Dylan J.
AU - Badana, Adrian N.S.
AU - D'Aoust, Rita
AU - Robinson, Bruce E.
AU - Guerra, Lucy
AU - Michael, Melanie
AU - Molinari, Victor
AU - Schwartz, Amy
AU - Schocken, Dawn
AU - Wills, Todd
AU - Wilson, Cheryl
AU - Andel, Ross
N1 - Funding Information:
Sponsors Role: This project was supported in part by funds from US Department of Health and Human Services, Bureaus of Health Professions, 6U1QHP28739-01-01.
Publisher Copyright:
© 2019 The American Geriatrics Society
PY - 2019/3
Y1 - 2019/3
N2 - OBJECTIVES: To evaluate and contrast 25 content areas essential to the primary care of older adults by medical faculty, thus identifying faculty beliefs and areas of possible improvement. DESIGN: Using measures from the Healthcare Effectiveness Data and Information Set, the Consumer Assessment of Healthcare Providers and Systems, and Healthy People 2020, nine practicing clinical faculty identified 25 content areas essential to the primary care of older adults. SETTING: A large academic health center in southeastern United States. PARTICIPANTS: Eighty-two university medical faculty. MEASUREMENTS: Faculty rated importance, knowledge, and confidence in teaching the 25 content areas on a scale from 1 (low) to 10 (high). Gap scores reflecting the difference in ratings for importance and confidence in teaching were calculated and assessed. The survey had high internal consistency within each of the three domains—Cronbach's α >.94. RESULTS: The most important content areas were being able to explain details about patient's condition and taking medication clearly, followed by taking age-appropriate history. The three largest gaps were: “evaluating sensory impairment,” “identifying and counseling at-risk drivers,” and “evaluating cognition.” The three smallest gaps were: “explaining prescribed medications,” “explaining health conditions in easy-to-understand language,” and “taking an age-appropriate patient history and performing a physical assessment.”. CONCLUSION: Medical faculty were comfortable with topics reflecting primary care expertise but expressed less confidence with more specialized topics, such as sensory or cognitive impairment and driving. This may represent key areas for geriatrics training applicable to all those involved in education and training of future healthcare professionals. Integration of specialists (eg, neurologists, psychiatrists) may improve the geriatrics curricula. J Am Geriatr Soc 67:576–580, 2019.
AB - OBJECTIVES: To evaluate and contrast 25 content areas essential to the primary care of older adults by medical faculty, thus identifying faculty beliefs and areas of possible improvement. DESIGN: Using measures from the Healthcare Effectiveness Data and Information Set, the Consumer Assessment of Healthcare Providers and Systems, and Healthy People 2020, nine practicing clinical faculty identified 25 content areas essential to the primary care of older adults. SETTING: A large academic health center in southeastern United States. PARTICIPANTS: Eighty-two university medical faculty. MEASUREMENTS: Faculty rated importance, knowledge, and confidence in teaching the 25 content areas on a scale from 1 (low) to 10 (high). Gap scores reflecting the difference in ratings for importance and confidence in teaching were calculated and assessed. The survey had high internal consistency within each of the three domains—Cronbach's α >.94. RESULTS: The most important content areas were being able to explain details about patient's condition and taking medication clearly, followed by taking age-appropriate history. The three largest gaps were: “evaluating sensory impairment,” “identifying and counseling at-risk drivers,” and “evaluating cognition.” The three smallest gaps were: “explaining prescribed medications,” “explaining health conditions in easy-to-understand language,” and “taking an age-appropriate patient history and performing a physical assessment.”. CONCLUSION: Medical faculty were comfortable with topics reflecting primary care expertise but expressed less confidence with more specialized topics, such as sensory or cognitive impairment and driving. This may represent key areas for geriatrics training applicable to all those involved in education and training of future healthcare professionals. Integration of specialists (eg, neurologists, psychiatrists) may improve the geriatrics curricula. J Am Geriatr Soc 67:576–580, 2019.
KW - faculty confidence
KW - geriatrics education
KW - primary care
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U2 - 10.1111/jgs.15759
DO - 10.1111/jgs.15759
M3 - Article
C2 - 30839109
AN - SCOPUS:85062644454
SN - 0002-8614
VL - 67
SP - 576
EP - 580
JO - Journal of the American Geriatrics Society
JF - Journal of the American Geriatrics Society
IS - 3
ER -