(P23) Education about PALTC for Experienced Clinicians Without Formal Geriatrics Training

Objective/Aim: In July 2021, the general medicine service at a large academic Veterans Affairs (VA) medical center assumed care of residents of a 110-bed Community Living Center (CLC). We developed a curriculum to help clinicians experienced in the care of hospitalized patients to care for post-acute and long-term care (PALTC) residents. Here, we report on course development, content, implementation, and lessons learned.

Design/Methodology: We used Glassick’s Criteria for Scholarship as a guiding framework. In November 2021 we conducted an environmental scan of CLC clinicians about their schedules, preferred learning modalities, and educational needs. All participants could obtain continuing medical education credits (CME). Our target audience was clinicians who spend at least 25% of their clinical time caring for CLC residents and who had no formal training in geriatrics. We used our target audience to determine the number of lectures attended and changes in knowledge based on a pre- and post-course assessment derived from a previously validated instrument.

Results: The CLC clinicians favored case-based lectures offered through an interactive, virtual format that permitted recording for later viewing. The curriculum included 12 sessions offered weekly from March 25 - June 10, 2022 via Microsoft Teams that addressed the following topics: the 5Ms framework and what matters most to PALTC residents; clinical assessment of PALTC residents; pharmacokinetics and pharmacodynamics for PALTC resident; delirium and dementia in PALTC residents; falls and fall prevention for PALTC residents; pressure ulcers and skin/soft tissue infections among PALTC residents; lower respiratory tract infections in PALTC residents; asymptomatic bacteriuria and acute cystitis in PALTC residents; urinary incontinence in PALTC residents; constipation and diarrhea in PALTC residents; transitions of care and goals of care for PALTC residents; and managing pain in PALTC residents. Most lectures were given by geriatricians from another academic institution. Following a brief introduction, geriatricians gave a 35-to-45-minute lecture with the last 15-20 minutes used to discuss a relevant case. Participants attended an average of 7.2 (range 3 – 12) lectures. Scores for clinicians included in the pre- and post-course knowledge assessment were 6.2 and 7.1, respectively (P = 0.28).

Conclusion/

Discussion: The course appeared to meet the stated needs of participants and was a successful collaboration between two institutions. The clinical schedule of the CLC clinicians, which was largely one week on/one week off, likely influenced session attendance. The limited increase in the post-course knowledge assessment score suggests more careful consideration of course content vis a vis the knowledge assessment questions asked. This course may serve as a starting point for education of clinicians without training in geriatrics who are called upon to practice in PALTC settings.