113 Geriatric education program for emergency physicians CHAPTER 5 Several interviewees indicated to be more alert on the medication use of older patients and possible side effects. Interviewees also mentioned to be more attentive to their older patient’s social circumstances. They described that the program improved their ability to map the social-psychological care needs of older patients which helps them to determine appropriate follow-up. EP 3: I have become more attentive to the social circumstances of the patient. How will the patient return home? And how does it go from there? Who will be able to do things for the patient? Or would it be better for the GP to request more urgent care? I have become much more alert to that. Experiences with the geriatric education program Interviewees were generally satisfied with organization of the program. The interactive lectures were scheduled close after the monthly EP staff meeting, so that most of the EPs could attend the lectures. The frequency of geriatric education (i.e., E-learning and interactive lectures) was perceived differently. Several interviewees argued the importance of frequent education within a short time period to memorize and translate the lessons learned into practice. On the contrary, others asked for less frequent hours on geriatric education to reserve sufficient education time for other relevant topics (e.g., pediatrics and addiction care). EP 1: Our specialty is very broad, considering all the various patients we see. So I would be interested in receiving more education about this [emergency geriatrics], but perhaps less frequent. That way you can also pay attention to other specialties. Interviewees shared both positive and negative experiences with the e-learning component of the program. Several EPs appreciated being able to control the tempo of the education within the e-learning modules and the ability to determine themselves when to complete the modules. Others criticized the online education form, because of the one-way stream of – often theoretical and irrelevant – information. Most EPs were very positive about the interactive case sessions. The in-depth analysis of actual cases in an interactive setting helped EPs better understand and memorize lessons learned. Moreover, it triggered EPs to reflect on their own experiences with older patients at the ED and on the experiences of their colleagues. EP 4: Whenever there is a discussion that is when it becomes really interesting for me, and also easier to remember and to understand. You can learn things, but I think it is more important to deepen your understanding through discussion (of cases) and with that your comprehension of things.
RkJQdWJsaXNoZXIy MjY0ODMw