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Case Report

Enhancing Geriatric Workforce Competency: Impact of 3 Distinct Geriatric Interprofessional Education Programs


Freddi Segal-Gidan,

University of Southern California, US
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Cheryl Resnik ,

University of Southern California, US
About Cheryl
Dr. Resnik is a professor of clinical physical therapy in the Division of Biokinesiology and Physical Therapy at the University of Southern California in Los Angeles. Dr. Resnik received her DPT from USC, a Master of Science in Health Care Management from California State University, Los Angeles, and her BS in physical therapy from the University of Maryland. An active APTA member, Dr. Resnik has served the Association in many leadership positions, including as President of the California Physical Therapy Association, Vice President of the Section on Health Policy and Administration, CPTA board of directors for six years and as Chair of the Ethics and Judicial Committee. In addition to her academic responsibilities at USC, Dr. Resnik is Director of Community Outreach and served as the physical therapy representative to the Interprofessional Education Collaborative. She teaches in the Evidence for Physical Therapist Practice series with a concentration on communication skills, the patient perspective, and legal and ethical issues.
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Jo Marie Reilly,

University of Southern California, US
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Gregory D. Stevens

California State University Los Angeles, US
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INTRODUCTION An aging population with increasingly complex health care needs necessitates a diverse health care workforce prepared to deliver geriatric care in interprofessional teams. It is unclear what educational approaches effectively prepare health professions students for such practice. This study examines two indicators of preparedness for students from seven professions who participated in at least one of three geriatric interprofessional education (IPE) programs, reflecting different educational strategies. METHODS Four cohorts of students (n=697) completed pre-post surveys assessing indicators of preparedness for geriatric interprofessional practice. These included self-reported 1) familiarity with the roles and responsibilities of other health professions and 2) their capability to conduct common geriatric health assessments. RESULTS Students in two programs, and those who participated in multiple programs, reported statistically significant gains in familiarity with other professions (range: familiarity with 0.73 to 1.55 more professions). Students in all three programs, and those in multiple programs, reported gains in their self-reported capability to conduct geriatric health assessments (range: capability with 1.38 to 3.15 more health assessments). DISCUSSION Each program helped students prepare for future team practice. The gains appeared largest in the program that involved the most direct contacts with an older adult in a community setting. Gains were also larger for students who participated in multiple programs. This suggests that both direct contact with older adults, dose of IPE exposure, and composition of IPE teams may be particularly important in training future health care professionals.
How to Cite: Segal-Gidan, F., Resnik, C., Reilly, J.M. and Stevens, G.D., 2022. Enhancing Geriatric Workforce Competency: Impact of 3 Distinct Geriatric Interprofessional Education Programs. Health, Interprofessional Practice and Education, 4(3), p.eP2233. DOI:
Published on 26 Aug 2022.
Peer Reviewed


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