Using the Constructivist/Active Learning Theoretical Framework to develop and test a simulation-based interprofessional geriatric training curriculum
Creator
Niederriter Joan; Hovland Cynthia; Hazelett Susan; Whitford Maureen; Drost Jen; Brown Diane; Morgan Abby; Kropp Denise; Sanders Margy; Gareri Michele; Fosnight Sue; Radwany Steven; McQuown Colleen; Ahmed Rami
Publisher
Journal of Interprofessional Education & Practice
Date
2020
2020-06
Description
The literature is lacking in theoretically grounded techniques to design interprofessional educational experiences that prepare students to function effectively in interprofessional teams dedicated to the management of complex geriatric patients. We describe the use of the Constructivist/Active Learning theoretical framework to develop an interprofessional simulation-based educational program for students in healthcare fields that combines didactics, skills practice, simulation, volunteer or simulated caregiver interaction, and team care planning into a scaffolded learning experience. Results of post-education surveys show high satisfaction with the education and growth in students’ interprofessional competencies. Our application of this theoretical framework provides a low-tech, yet highly effective method to teach interprofessional team skills in the management of complex geriatric syndromes.