Virginia Commonwealth University School of Medicine
This curriculum design serves as a tool to guide educators, involved in PACE (Program of All-Inclusive Care for Elderly) or similar models of care, to develop a structured learning environment. The learners (fellows, residents or medical students) will benefit from reviewing the curriculum and gaining a better understanding of expectations at PACE and similar models of care.
Upon completion, the educator will be able to:
1) Develop and implement a structured educational plan to help the geriatric learners gain knowledge, skills and attitude to provide compassionate, integrated care to community dwelling frail older adults while working with an interdisciplinary team in the PACE setting.
2) Develop an active learning environment for geriatric learners in the PACE setting to help them achieve a significant learning experience.
3) Utilize this curriculum design as a springboard for educational strategies in settings outside PACE to integrate various learning strategies with assessment methods in order to achieve the desired goals and objectives.
PACE (Program of All-Inclusive Care for Elderly) provides a very unique learning environment for Geriatric Medicine Fellows and other learners with an interest in Geriatrics. Learners are exposed to a population of frail, nursing home eligible older adults that continue to dwell in the community with the support of an integrated medico-social model of care. Learners can gain valuable insight on the functioning of a highly effective interdisciplinary team and learn about PACE and similar models of care.
Geriatric Medicine fellows at Virginia Commonwealth University currently spend one month at the PACE site in Richmond, Virginia. A new PACE curriculum was designed with the overarching goal of creating a significant learning experience. The first step was a general Needs Assessment with analysis of the difference between the current approach and an ideal approach. This was followed by a targeted Needs Assessment of the current and past learners as well as their learning environment. Goals and objectives were then developed, and feedback and assessment methods were determined for each objective. The learning strategies were then assigned to each objective to develop an integrated course design.