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PASSING THE TORCH: EXPLORING THE SUSTAINABILITY OF AN INTERPROFESSIONAL GERIATRICS FACULTY DEVELOPMENT PROGRAM

Faculty development programs (FDPs) are an effective, evidence-based method of promoting the knowledge, skills and self-efficacy of faculty. However, the implementation and sustainability of curricula are rarely reported. Furthermore, the challenges to sustaining programmatic implementation of inter...

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Autores principales: Davis, Kimberly, Marrs, Sarah, Williams, Ishan, Zimmerman, Kristin, Coogle, Constance, Parsons, Pamela, Slattum, Patricia, Waters, Leland
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Oxford University Press 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9765164/
http://dx.doi.org/10.1093/geroni/igac059.404
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author Davis, Kimberly
Marrs, Sarah
Williams, Ishan
Zimmerman, Kristin
Coogle, Constance
Parsons, Pamela
Slattum, Patricia
Waters, Leland
author_facet Davis, Kimberly
Marrs, Sarah
Williams, Ishan
Zimmerman, Kristin
Coogle, Constance
Parsons, Pamela
Slattum, Patricia
Waters, Leland
author_sort Davis, Kimberly
collection PubMed
description Faculty development programs (FDPs) are an effective, evidence-based method of promoting the knowledge, skills and self-efficacy of faculty. However, the implementation and sustainability of curricula are rarely reported. Furthermore, the challenges to sustaining programmatic implementation of interprofessional FDP curricula in academic and clinical settings over time have yet to be extensively evaluated. Using dynamic sustainability as a framework, we aimed to assess the evolving barriers and facilitators that influence the implementation and sustainability of the geriatrics curriculum Capstone projects designed by faculty scholars in our FDP. We planned to report on projects that were and weren't successful. A survey, sent to 115 faculty scholars from eight different cohorts who completed our 10-month FDP, recruited faculty participants and set the stage for qualitative data collection to help us better understand the sustained impact of the program. Thematic analysis of virtual interviews with 17 Scholars revealed several key factors facilitating and hindering the implementation and dynamic sustainability of curricular projects. Three major themes and sub-themes were identified as follows: Project Implementation (Supportive Factors, Hindering Factors and Filling in Gaps in the Field); Pedagogical Development (Enhancement of Skills and Culture Change); and Sustainability Impact (Project Sustainability, Career Development and Passing the Torch). Supporting these factors through skills development may favorably impact project sustainability and thus the aspects of workforce development that catalyze practice change. Implementation of geriatrics-focused FDPs provides an evidence-based approach to sustainability. Further study of the ongoing barriers and facilitators to sustainability is encouraged.
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spelling pubmed-97651642022-12-20 PASSING THE TORCH: EXPLORING THE SUSTAINABILITY OF AN INTERPROFESSIONAL GERIATRICS FACULTY DEVELOPMENT PROGRAM Davis, Kimberly Marrs, Sarah Williams, Ishan Zimmerman, Kristin Coogle, Constance Parsons, Pamela Slattum, Patricia Waters, Leland Innov Aging Abstracts Faculty development programs (FDPs) are an effective, evidence-based method of promoting the knowledge, skills and self-efficacy of faculty. However, the implementation and sustainability of curricula are rarely reported. Furthermore, the challenges to sustaining programmatic implementation of interprofessional FDP curricula in academic and clinical settings over time have yet to be extensively evaluated. Using dynamic sustainability as a framework, we aimed to assess the evolving barriers and facilitators that influence the implementation and sustainability of the geriatrics curriculum Capstone projects designed by faculty scholars in our FDP. We planned to report on projects that were and weren't successful. A survey, sent to 115 faculty scholars from eight different cohorts who completed our 10-month FDP, recruited faculty participants and set the stage for qualitative data collection to help us better understand the sustained impact of the program. Thematic analysis of virtual interviews with 17 Scholars revealed several key factors facilitating and hindering the implementation and dynamic sustainability of curricular projects. Three major themes and sub-themes were identified as follows: Project Implementation (Supportive Factors, Hindering Factors and Filling in Gaps in the Field); Pedagogical Development (Enhancement of Skills and Culture Change); and Sustainability Impact (Project Sustainability, Career Development and Passing the Torch). Supporting these factors through skills development may favorably impact project sustainability and thus the aspects of workforce development that catalyze practice change. Implementation of geriatrics-focused FDPs provides an evidence-based approach to sustainability. Further study of the ongoing barriers and facilitators to sustainability is encouraged. Oxford University Press 2022-12-20 /pmc/articles/PMC9765164/ http://dx.doi.org/10.1093/geroni/igac059.404 Text en © The Author(s) 2022. Published by Oxford University Press on behalf of The Gerontological Society of America. https://creativecommons.org/licenses/by/4.0/This is an Open Access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted reuse, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Abstracts
Davis, Kimberly
Marrs, Sarah
Williams, Ishan
Zimmerman, Kristin
Coogle, Constance
Parsons, Pamela
Slattum, Patricia
Waters, Leland
PASSING THE TORCH: EXPLORING THE SUSTAINABILITY OF AN INTERPROFESSIONAL GERIATRICS FACULTY DEVELOPMENT PROGRAM
title PASSING THE TORCH: EXPLORING THE SUSTAINABILITY OF AN INTERPROFESSIONAL GERIATRICS FACULTY DEVELOPMENT PROGRAM
title_full PASSING THE TORCH: EXPLORING THE SUSTAINABILITY OF AN INTERPROFESSIONAL GERIATRICS FACULTY DEVELOPMENT PROGRAM
title_fullStr PASSING THE TORCH: EXPLORING THE SUSTAINABILITY OF AN INTERPROFESSIONAL GERIATRICS FACULTY DEVELOPMENT PROGRAM
title_full_unstemmed PASSING THE TORCH: EXPLORING THE SUSTAINABILITY OF AN INTERPROFESSIONAL GERIATRICS FACULTY DEVELOPMENT PROGRAM
title_short PASSING THE TORCH: EXPLORING THE SUSTAINABILITY OF AN INTERPROFESSIONAL GERIATRICS FACULTY DEVELOPMENT PROGRAM
title_sort passing the torch: exploring the sustainability of an interprofessional geriatrics faculty development program
topic Abstracts
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9765164/
http://dx.doi.org/10.1093/geroni/igac059.404
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