ABSTRACT
In 2020, following the disruption of COVID-19, we rapidly moved the interprofessional Peer Teacher Training (PTT) program, traditionally delivered via blended learning to ‘online only' format. Consisting of seven modules, the PTT program is designed to provide health professional students with opportunities to develop skills in teaching, feedback, assessment, teamwork and communication, in preparation for peer teaching and future practice. This study sought to compare ‘blended learning' with ‘online only' delivery. ‘Blended learning' format, included a one-day face-to-face session, requiring 9 facilitators. Students participated in small group learning activities, and were formatively assessed on their teaching and feedback skills. ‘Online only' delivery occurred across three weeks, using asynchronous and synchronous activities, requiring 11 facilitators. Students completed a post-course questionnaire. Data were analysed using descriptive statistics and thematic analysis. Eighty-five students completed the program;36 in ‘blended learning' and 49 ‘online only' format, from six disciplines (health sciences, medicine, nursing, pharmacy, oral health and public health). All (100%) ‘blended learning' and 67% ‘online only' participants completed the questionnaire. Both sets valued the online reading, discussion boards, videos, with opportunities to practice teaching skills, give and receive feedback. They reported an increased understanding of the roles of other disciplines. However, the ‘face-to-face' component had some associated benefits, including a more positive attitude towards interprofessional learning and intention to teach. While ‘online only' delivery of the program provided an effective alternative to the traditional ‘blended learning' format, additional ‘real-time' sessions may improve student engagement. Practitioner Notes 1. ‘Online only' delivery of teacher training provides an effective alternative to ‘blended learning' format. 2. Opportunities for ‘real time' participation, with formative assessment and feedback increases engagement. 3. Clearly structured online modules and provision of simple teaching frameworks assist students to apply what they have learnt to different contexts. 4. Face-to-face sessions bring associated benefits, promoting a more positive attitude towards interprofessional learning and intention to teach. 5. Ensuring the provision of opportunities for Peer Teacher Training alumni is an important next step. © 2023, University of Wollongong. All rights reserved.
ABSTRACT
Introduction Innovative models of service delivery are required to provide Comprehensive Geriatric Assessment for older patients presenting to the Emergency Department with frailty syndromes. Method In 2018, the Older Person’s Assessment Service began a liaison service to the ED, taking referrals from the medical and ED teams for patients who presented with frailty syndromes (falls, cognitive impairment, care dependence, polypharmacy). The service saw 437 patients April–August 2018. 76% of the patients assessed were discharged by utilising available community services, rapid access outpatient follow up and inpatient reablement off the acute site. The service was estimated to avoid 50–80 admissions per month to medicine (saving 17–23 beds a year) and was commissioned as a permanent service. Phase 2 In 2020, a dedicated unit within ED was allocated to OPAS, enabling the acceptance of patients directly from triage and from the Ambulance Service by direct referral. This provided rapid access to specialist assessment, continued access to Elderly Care services, avoided exposure to coronavirus related admissions and the risks of nosocomial infection associated with admission. The service operates from 8 am-4 pm on weekdays. Results Between June 2020 and October 2021, the service saw 1,173 new patients. 988 patients (84.5%) were discharged off the acute site on the day of assessment. 68 (5.79%) patients were admitted to other facilities run by the Health Board (e.g Inpatient Reablement). The average age of an OPAS patient was 83 yrs and had a CFS > 5. Readmission rate at 14 days was 4% (47).Of the 253 patients who were admitted to an inpatient setting, 13.5% (35) contracted nosocomial covid-19. Conclusion The service has been supported and funded to expand into extended weekday hours as a result of this success and there are plans for future 7 day working.