Mrs. Evans is program officer, Quality and Organizational Improvement, Department of Medicine, Stanford University, Stanford, California. Dr. Bereknyei is research associate, Stanford Center for Medical Education Research and Innovation, Department of Medicine, Stanford University, Stanford, California. Dr. Yeo is senior research scholar and director emerita, Stanford Geriatric Education Center, Department of Medicine, Stanford University, Stanford, California. Dr. Hikoyeda is associate director, Stanford Geriatric Education Center, Department of Medicine, Stanford University, Stanford, California. Mrs. Tzuang is program coordinator, Stanford Geriatric Education Center, Department of Medicine, Stanford University, Stanford, California. Dr. Braddock is vice dean for medical education, Department of the Dean, University of California, Los Angeles, Los Angeles, California.
Acad Med. 2014 Dec;89(12):1640-4. doi: 10.1097/ACM.0000000000000411.
A faculty development curriculum aimed at increasing health literacy and awareness of patient care issues in ethnogeriatrics is essential to address serious deficiencies in faculty and health professionals' training and to prepare future health care professionals to care for older adults.
Authors from the Stanford Geriatric Education Center developed and implemented a faculty development program in Health Literacy and Ethnogeriatrics (HLE). The goal was to enhance faculty and health professionals' knowledge, skills, and attitudes in HLE-related areas (e.g., health disparities, low health literacy, quality of care for ethnically diverse elders, patient/provider communication). The curriculum was implemented during an intensive weeklong program over a three-year period (2008-2010). The eight-module core curriculum was presented in a train-the-trainer format, supplemented by daily resource sessions.
Thirty-four faculty participants from 11 disciplines, including medicine, came from 19 institutions in 12 states. The curriculum positively affected participants' knowledge, skills, and attitudes related to topics in HLE. Participants rated the curriculum's usefulness highly, and they reported that over 57% of the content was new. The HLE curriculum provided a mechanism to increase the self-assessed knowledge, skills, and attitudes of participants. It also fostered local curricular change: Over 91% of the participants have either disseminated the HLE curriculum through seminars conducted at their home sites or implemented HLE-related projects in their local communities, reaching diverse patient populations.
Next steps include measuring the impact on the participants' teaching skills and at their home sites through their trainees and patients.
针对民族老年医学中增进健康素养和患者护理问题意识的教员发展课程对于解决教员和卫生专业人员培训中的严重缺陷以及培养未来的卫生保健专业人员照顾老年人至关重要。
斯坦福老年教育中心的作者开发并实施了一项健康素养和民族老年医学教员发展计划（HLE）。目标是增强教员和卫生专业人员在 HLE 相关领域（例如健康差距、健康素养低、为不同族裔的老年人提供护理质量、医患沟通）的知识、技能和态度。该课程在为期三年（2008-2010 年）的一个强化的为期一周的项目中实施。八模块的核心课程以培训师的形式呈现，辅以日常资源课程。
来自 11 个学科的 34 名教员参加了该课程，他们来自 19 个机构，分布在 12 个州。该课程对参与者在 HLE 相关主题方面的知识、技能和态度产生了积极影响。参与者对课程的实用性给予了高度评价，他们报告说超过 57%的内容是新的。HLE 课程为增加参与者对 HLE 的自我评估知识、技能和态度提供了一种机制。它还促进了当地课程的变革：超过 91%的参与者通过在其所在地举办的研讨会传播了 HLE 课程，或在当地社区实施了 HLE 相关项目，从而覆盖了不同的患者群体。
下一步包括通过参与者的学员和患者来衡量对参与者的教学技能和其所在场所的影响。
