Division of Geriatric Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA.
Section of Geriatrics, Department of Medicine, Boston University School of Medicine, Boston, Massachusetts, USA.
J Am Geriatr Soc. 2023 Sep;71(9):2902-2912. doi: 10.1111/jgs.18458. Epub 2023 Jun 20.
Geriatrics Fellows Learning Online And Together (Geri-a-FLOAT) is a virtual curriculum designed to convene fellows nationwide for learning and peer support. This paper presents the expansion and evaluation of the program from the "Wave 1" pilot to the "Wave 2" year-long curriculum.
Kern's six-step approach to curriculum development was used to develop the Wave 2 curriculum. Participation was collected via Zoom. Post-session web-based surveys evaluated participant satisfaction regarding speaker, content, and overall session quality; intent-to-change; and a free-response section. A one-year follow-up survey sent to participants with valid e-mail addresses assessed sustained knowledge, skills, and behavior change.
Nineteen sessions were held with mean (SD) of 23 (13) participants per session, totaling 182 unique participants. Fifteen of 19 sessions were evaluated with 96 evaluations completed (mean [SD] 6 [4] evaluations per session). Mean (SD) ratings per session that were excellent or above average was 100% (0) for content, 99% (4) for speaker, and 99% (4) overall. Mean (SD) evaluations per session noting intent to change was 90% (14). Respondents reported helpful aspects as sharing resources and examples, perspectives and experiences of others, professional connections, and collaborative discussion. Of 127 participants with valid e-mail addresses, 40 (response rate = 31%) completed the one-year follow-up survey. Mean (SD) respondents reporting some or significant sustained impact was 89% (7) across all learning outcomes.
This virtual, national curriculum for geriatrics fellows was well-received and associated with high rates of self-reported, sustained impact one-year post curriculum. Geri-a-FLOAT may be a model to standardize education and build collaboration and peer support across a discipline.
老年医学研究员在线学习与合作（Geri-a-FLOAT）是一个虚拟课程，旨在召集全国的研究员进行学习和同行支持。本文介绍了该项目从“第 1 波”试点到“第 2 波”为期一年的课程的扩展和评估。
采用 Kern 的六步课程开发方法来开发第 2 波课程。通过 Zoom 进行参与收集。课后基于网络的调查评估了参与者对演讲者、内容和整体课程质量的满意度；意图改变；以及自由响应部分。向有有效电子邮件地址的参与者发送了为期一年的后续调查，以评估持续的知识、技能和行为变化。
共举办了 19 次会议，每次会议的平均（SD）有 23（13）名参与者，共有 182 名参与者。19 次会议中的 15 次进行了评估，完成了 96 次评估（每次会议的平均[SD]为 6[4]次评估）。每次会议内容优秀或以上的平均（SD）评分均为 100%（0），演讲者为 99%（4），整体为 99%（4）。每次会议的平均（SD）评估指出意图改变的比例为 90%（14）。受访者报告说，有帮助的方面包括分享资源和示例、他人的观点和经验、专业联系和协作讨论。在 127 名有有效电子邮件地址的参与者中，有 40 名（回复率=31%）完成了为期一年的后续调查。报告有一定或显著持续影响的平均（SD）受访者比例为 89%（7），涉及所有学习成果。
这个虚拟的、面向全国的老年医学研究员课程很受欢迎，与课程结束后一年自我报告的高比例持续影响相关。Geri-a-FLOAT 可能成为一个标准化教育的模式，并在一个学科内建立合作和同行支持。
