Johns Hopkins University School of Medicine
To meet the goal of strengthening faculty expertise in geriatrics at U.S. Academic Health Centers, four leading geriatrics institutions formed a consortium in July 2004. Supported by a grant from the Donald W. Reynolds Foundation, the consortium has provided geriatric education for non-geriatric faculty to facilitate their ability to teach geriatric principles in their disciplines. A member of the consortium, Johns Hopkins University Division Geriatric Medicine and Gerontology, produced the Geriatrics Clinician-Educator Learning Questionnaire (G-CEL-Q) to assess the self-reflected beliefs and attitudes of non-geriatrician faculty toward teaching in geriatrics as a measure of the impact of a time-shorten intensive course on forming their behavioral intentions to teach in geriatrics. Literature in behavioral science suggests that positive beliefs and attitudes are necessary preconditions in order to produce desired intentions and behaviors. Previous studies in adult and higher education report that intensive course formats can yield effective learning results if participants have positive responses to the course experience. The assessment areas of G-CEL-Q include perceived knowledge (K), perceived value of learning the subject matter for practical use (V), perceived confidence to teach the selected subject areas (C), and interest in learning the skills to teach the selected subject areas (I), which were selected factors associated with the likelihood of developing and implementing a teaching plan in a diverse group of teachers. Since May 2005, the tool has been used for three cohorts of a faculty development program called Donald W. Reynolds Faculty Development to Advance Geriatric Education (FD~AGE) Mini-Fellowship. In a pre-post assessment design, it was useful not only for examining a new educational program's efficacy to enhance beliefs and attitudes of non-geriatrician faculty toward teaching geriatric principles (e.g. pre-post assessment design), but also for identifying areas in which participants would be likely to benefit from mentoring in order to retain and develop their intention to teach and their teaching behaviors after a formal intensive course.
The learner will be able to: 1) Acquire knowledge and skills on selected geriatric topics. 2) Teach selected geriatric principles in a discipline area.
- Since most faculty are not familiar with non-multiple choice formats, it is recommended to introduce the assessment tool by saying "please indicate your agreement with each statement using a scale between 0-100 % and record this in each box under the four columns."
- Approximately 10 minutes are allowed to complete the entire tool.