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Authors Schapmire TJ, Head BA, Nash WA, Yankeelov PA, Furman CD, Wright RB, Gopalraj R, Gordon B, Black KP, Jones C, Hall-Faul M, Faul AC
Received 29 August 2017
Accepted for publication 28 November 2017
Published 15 February 2018 Volume 2018:9 Pages 109—118
DOI https://doi.org/10.2147/AMEP.S149863
Checked for plagiarism Yes
Review by Single-blind
Peer reviewers approved by Dr Robert Robinson
Peer reviewer comments 2
Editor who approved publication: Dr Anwarul Azim Majumder
Abstract: A fragmented workforce consisting of multiple disciplines with varying
levels of training and limited ability to work as a team often provides care to
older adults. Interprofessional education (IPE) is essential for preparing
practitioners for the effective teamwork required for community-based,
holistic, person-centered care of the older adults. Despite numerous programs
and offerings to advance education and interdisciplinary patient care, there is
an unmet need for geriatric IPE, especially as it relates to community-dwelling
older adults and caregivers in medically underserved areas. A core group of
university faculty from multiple disciplines received funding from the Health
Resources and Services Administration Geriatric Workforce Enhancement Program
to collaborate with community-based providers from several Area Agencies on
Aging in the creation and implementation of the Interprofessional Curriculum
for the Care of Older Adults (iCCOA). This geriatric curriculum is
interprofessional, comprehensive, and community-based. Learners include
third-year nursing students, nurse practitioner students, third-year medical
students, internal medicine and family medicine residents, master’s level
social work students, third-year pharmacy students, pharmacy residents,
third-year dental students, dental hygiene students, community-based
organization professionals, practicing community organizers, and community
health navigators. This article describes the efforts, successes, and
challenges experienced with this endeavor, including securing funding, ensuring
equal representation of the disciplines, adding new components to already
crowded curricula, building curriculum on best practices, improving faculty
expertise in IPE, managing logistics, and ensuring comprehensive evaluation.
The results summarize the iCCOA components, as well as the interprofessional
domains, knowledge, and competencies.
Keywords: interdisciplinary
education, geriatrics, team-based care, community-based care, curriculum
摘要视频链接:iCCOA curriculum for the care
of older adults