Division of Geriatrics and Gerontology.
Acute Care for the Elderly Froedtert Hospital, Milwaukee, Wisconsin.
J Am Geriatr Soc. 2016 Apr;64(4):855-61. doi: 10.1111/jgs.14040. Epub 2016 Mar 29.
Caring for the growing elderly population will require specialty and subspecialty physicians who have not completed geriatric medicine fellowship training to participate actively in patient care. To meet this workforce demand, a sustainable approach to integrating geriatrics into specialty and subspecialty graduate medical education training is needed. This article describes the use of a geriatrics education team (GET) model to develop, implement, and sustain specialty-specific geriatrics curricula using a systematic process of team formation and needs assessment through evaluation, with a unique focus on developing curricular interventions that are meaningful to each specialty and satisfy training, scholarship, and regulatory requirements. The GET model and associated results from 15 specialty residency and fellowship training programs over a 4-year period include 93% curriculum sustainability after initial implementation, more than half of the programs introducing additional geriatrics education, and more than 80% of specialty GETs fulfilling their scholarship requirements through their curriculum dissemination. Win-wins and barriers encountered in using the GET model, along with the model's efficacy in curriculum development, sustainability, and dissemination, are summarized.
照顾日益增长的老年人口需要尚未完成老年医学专科培训的专科和亚专科医生积极参与患者护理。为了满足这一劳动力需求，需要一种可持续的方法将老年医学纳入专科和亚专科研究生医学教育培训中。本文介绍了使用老年医学教育团队 (GET) 模型通过评估来制定、实施和维持特定专业的老年医学课程，使用团队组建和需求评估的系统过程，重点是开发对每个专业有意义且满足培训、学术和监管要求的课程干预措施。该 GET 模型以及在 4 年期间的 15 个专科住院医师和专科医师培训计划中的相关结果包括初始实施后 93%的课程可持续性，超过一半的计划引入了额外的老年医学教育，以及超过 80%的专科 GET 通过课程传播满足其学术要求。总结了使用 GET 模型的双赢和遇到的障碍，以及该模型在课程开发、可持续性和传播方面的功效。
