Geriatrics Fellows Learning Online And Together (Geri‐a‐FLOAT): A sustainable model of learning and support

Abstract

AbstractBackgroundGeriatrics Fellows Learning Online And Together (Geri‐a‐FLOAT) is a virtual curriculum designed to convene fellows nationwide for learning and peer support. This paper presents the expansion and evaluation of the program from the “Wave 1” pilot to the “Wave 2” year‐long curriculum.MethodsKern's six‐step approach to curriculum development was used to develop the Wave 2 curriculum. Participation was collected via Zoom. Post‐session web‐based surveys evaluated participant satisfaction regarding speaker, content, and overall session quality; intent‐to‐change; and a free‐response section. A one‐year follow‐up survey sent to participants with valid e‐mail addresses assessed sustained knowledge, skills, and behavior change.ResultsNineteen sessions were held with mean (SD) of 23 (13) participants per session, totaling 182 unique participants. Fifteen of 19 sessions were evaluated with 96 evaluations completed (mean [SD] 6 [4] evaluations per session). Mean (SD) ratings per session that were excellent or above average was 100% (0) for content, 99% (4) for speaker, and 99% (4) overall. Mean (SD) evaluations per session noting intent to change was 90% (14). Respondents reported helpful aspects as sharing resources and examples, perspectives and experiences of others, professional connections, and collaborative discussion. Of 127 participants with valid e‐mail addresses, 40 (response rate = 31%) completed the one‐year follow‐up survey. Mean (SD) respondents reporting some or significant sustained impact was 89% (7) across all learning outcomes.ConclusionsThis virtual, national curriculum for geriatrics fellows was well‐received and associated with high rates of self‐reported, sustained impact one‐year post curriculum. Geri‐a‐FLOAT may be a model to standardize education and build collaboration and peer support across a discipline.