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pharmacy students

Training Medical and Pharmacy Students in Collaborative Practice for End-of-Life Care

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Intended Learner Audiences: 
Product Information
Estimated time to complete: 
999
Abstract: 

Using a small group seminar format, students work through several cases of patients nearing the end of life. The approximate time commitment is 2 x .5 days. This course is designed for M4 students with P4 students joining for the first half day.

Educational objectives: 

By the end of the seminar, students are able to:

  1. Formulate and write orders for management of key non-pain and pain symptoms based on patient goals of care.
  2. Describe hospice and know services provided by hospice, be able to identify appropriate patients and indications for referral.
  3. Demonstrate comunication skills including breaking bad news, assisting patients and/or surrogates in discerning goals of care, advance care planning.
  4. Effectively work with pharmacist to manage patient's symptoms.
Date posted: 
Thu, 08/29/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 08/29/2013
Contact Person/Corresponding Author:



Suggested Citation:
, and . Training Medical and Pharmacy Students in Collaborative Practice for End-of-Life Care. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/526

Team Based Geriatrics

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Intended Learner Audiences: 
Product Information
Estimated time to complete: 
1
Abstract: 

The End of Rotation Evaluation Instrument assesses knowledge of teamwork skills, ability to apply knowledge of geriatric syndromes to problem-based scenarios, and attitudes toward interdisciplinary education. Attitudes toward interdisciplinary education are measured using a retrospective pre-test form of the Interdisciplinary Education Perception Scale (IEPS).

Additional information/Special implementation requirements or guidelines: 

Scoring Guideline:

  • Section 1. Teamwork Knowledge. Aggregate Score 80% and above: Conclude students are obtaining the exposure to teamwork skills that is intended. Aggregate Score below 80%: Determine if there are any patterns in the missed items and address identified patterns.
  • Section 2. Geriatric Syndromes: Aggregate Score 80% and above: Conclude students are obtaining the knowledge of geriatric syndromes that is intended. Aggregate Score below 80%: Determine if there are any patterns in the missed items and address identified patterns.
  • Section 3. IEPS. For aggregate groups of 25 or more students, expect statistically significant changes in each of the three subscales. If a subscale does not change, look for patterns to be addressed.


We used the Interdisciplinary Education Perception Scale (IEPS) (Luecht, Madsen, Taugher, & Petterson, 1990; McFadyen, Maclaren, & Webster, 2007) to assess attitudes toward interdisciplinary education. We used a retrospective pre-test form of the IEPS. In a retrospective pre-test (RPT) design, participants rate and then compare their knowledge, skills, or behaviors immediately after an activity to the same knowledge, skills, or behaviors that they possessed within a specific time frame before the activity (Howard, 1980). I developed this form of the IEPS because the RPT design minimizes respondent burden, missing data, and response shift bias. Response shift bias is the tendency for an individual to overestimate their knowledge, skills, and behaviors in a pretest because their understanding of these topics is limited prior to the program intervention. By using the RPT design, respondents use the same frame of reference to judge their pretest and posttest attitudes, knowledge, and abilities (Pratt et al., 2000).

 

 

Howard, G. S. (1980). Response-shift bias: A problem in evaluating interventions with pre/post self-reports. Evaluation Review, 4(1), 93-106.
Luecht, R. M., Madsen, M. K., Taugher, M. P., & Petterson, B. J. (1990). Assessing professional perceptions: Design and validation of an interdisciplinary education perception scale. Journal of Allied Health, 19(2), 181-191.
McFadyen, A. K., Maclaren, W. M., & Webster, V. S. (2007). The interdisciplinary education perception scale (IEPS): An alternative remodelled sub-scale structure and its reliability. Journal of Interprofessional Care, 21(4), 433-443.
Pratt, C. C., McGuigan, W. M., & Katzev, A. R. (2000). Measuring program outcomes: Using retrospective pretest methodology. American Journal of Evaluation, 21(3), 341-349.

 

 

Contact Person/Corresponding Author:



Suggested Citation:
and . Team Based Geriatrics. POGOe - Portal of Geriatrics Online Education; 2011 Available from: https://pogoe.org/taxonomy/term/526
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