Considering accreditation in gerontology: the importance of interprofessional collaborative competencies to ensure quality health care for older adults.

The health care needs of older adults can be complex and multifaceted. Safe, effective, equitable, and person-centered service provision relies on skilled interprofessional, team-based practice. Too often, students seeking a career specializing in gerontology are not exposed to such interprofessional, team-based learning and practice during their coursework. This article details the core interprofessional collaborative competencies that need to be an integral component of any program providing quality education on issues in aging.

Learning objects: resources for instruction.

OBJECTIVE: Upon completion of this article, the reader will be able to describe learning objects (LOs) and discuss their use in clinical laboratory sciences instruction. DESIGN: Through a questionnaire, educators evaluated clinical laboratory sciences-related LOs for accessibility, usability and instructional qualities. SETTING: LOs were presented on a password-accessed website. Evaluations were completed on the website. PARTICIPANTS: Nine educators participated in the evaluation. INTERVENTIONS: The LOs were made available to participants for use in their own instructional material. MAIN OUTCOME MEASURE(S): The evaluation measured educators' interest in and perceived usefulness of LOs in clinical laboratory sciences curriculum. RESULTS: On a scale of one to five with one equal to poor and five equal to excellent, participants rated LOs as accessible (4.68) and usable (4.61). Ninety-eight percent stated that they would use LOs in their curriculum. Fifty-seven percent stated that they could attribute improved learning performance on student exposure to LOs. CONCLUSION: LOs are useful, relevant, and time-saving resources to clinical laboratory sciences instruction.

Faculty members acceptance of web-based education.

OBJECTIVE: To assess the effect of the WebCLS project on clinical laboratory science (CLS) faculty members including improvement of participating CLS educators' skills in designing, developing, delivering, and evaluating interactive, Web-based instructional programs. DESIGN: A survey was developed that included 24 statements related to respondents' perceptions of how their participation in the project: a) improved their course development skills, b) developed their evaluation skills, and c) affected them personally. Four open-ended questions asked the respondents to comment on the project's effect on their traditional course development skills, plans for future usage of WebCLS-produced course materials, the most beneficial outcomes of their participation, any problems that participation in the project caused them, and any unexpected positive or negative outcomes that could be attributed to their participation. SETTING: The survey was sent to 27 individuals who had participated in the project. RESULTS: Twenty-four participants completed the survey for an 89% response rate. The mean response was 6.82 (S.D. 2.32) with sixteen respondents' (73%) reporting participation at the mean or above. CONCLUSION: Overall, the WebCLS project accomplished its objective of improving CLS educators' Web-based, distance education course development skills. One of the most positive outcomes of the project was the survey respondents' belief that their participation in the project expanded their contacts with colleagues in CLS education as well as with instructional design experts, computer programmers, and other technical support personnel. Furthermore, this outcome prompted several participating faculty to report that this enhanced collegial relationship will sustain their interest in curriculum development over time.