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Modified Delphi methods and multi-level interprofessional feedback support consensus-building. Resource appraisal, national stakeholder roundtables, and a survey for VA GRECC associate directors finalize recommendations, harmonize topics, and guide drafting macro and micro-objectives for peer review and alignment before module 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initial steps were used to guide the geriatric curriculum development?","Question",{"text":63,"@type":64},"The process began with needs assessment, including task, needs, and gap assessments, plus resource appraisal to establish education requirements.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were learning objectives coordinated and refined?",{"text":68,"@type":64},"Modified Delphi processes and multi-level interprofessional feedback supported distilling information and synthesizing learning objectives, which were then edited for purpose, clarity, and concision.",{"name":70,"@type":61,"acceptedAnswer":71},"How were recommendations from stakeholders finalized and topics harmonized?",{"text":72,"@type":64},"Results from national stakeholder roundtables were reviewed using a survey sent to associate directors for education and evaluation at VA GRECCs, and survey findings were used to harmonize core content topics across the 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BIGGER TENT – INTERPROFESSIONAL ENGAGEMENT IN GERIATRIC CURRICULUM  \nDEVELOPMENT  \nBeth Hogans1, and Katharina Echt2, 1. Johns Hopkins School of Medicine, Baltimore, Maryland, United States, 2. U.S.  \nDepartment of Veterans Affairs, Brookhaven, Georgia, United States  \nThis presentation will provide an overview of curriculum development including needs assessment and collaborative creation of interprofessional learning objectives before describing a national effort building geriatric interprofessional core curriculum for Veterans Administration (VA) health professions trainees. Using modified Delphi processes and multi-level interprofessional feedback, the curriculum development focused on distilling information from the task, needs, and gap assessments and synthesizing a coordinated set of learning objectives to support module development. Following the needs assessment process which included resource appraisal and a series of nationalstakeholder roundtable meetings, one for each of the geriatrics  \n5 Ms, we developed and delivered a survey directed to the cohort of associate directors for education and evaluation at the 20 VA Geriatric Research Education and Clinical Centers of Excellence (GRECCs) nationally. The purpose of the survey was to review and finalize the recommendations of the stakeholder meetings,  \nInnovation in Aging, 2025, Vol. 9, No. S2 221  \nensuring that topics proposed were relevant to identified education needs across the national program. Subsequently the results of the survey were discussed, and core content topics harmonized across the curriculum. Once the curriculum topics were finalized, interprofessional curriculum team members were assigned to draft learning macro and micro-objectives designed to describe the specifics of the course content. Draft learning objectives werepresented to the curriculum team as a whole and underwent multiple rounds of editing for alignment of purpose, clarity and concision. National education experts provided additional peer-review feedback and learning objectives were reviewed by diverse VA education stakeholders. Final learning objectives were utilized to shape module development.","cbCaimdYuXcDL3Cl","https://ap.wps.com/l/cbCaimdYuXcDL3Cl","pdf",435910,"English","# Curriculum development overview\n## Needs and gap assessment\n## Delphi consensus and interprofessional feedback\n## Stakeholder roundtables and GRECC survey\n## Finalizing topics and drafting learning objectives\n## Peer review and module development","[{\"question\":\"What initial steps were used to guide the geriatric curriculum development?\",\"answer\":\"The process began with needs assessment, including task, needs, and gap assessments, plus resource appraisal to establish education requirements.\"},{\"question\":\"How were learning objectives coordinated and refined?\",\"answer\":\"Modified Delphi processes and multi-level interprofessional feedback supported distilling information and synthesizing learning objectives, which were then edited for purpose, clarity, and concision.\"},{\"question\":\"How were recommendations from stakeholders finalized and topics harmonized?\",\"answer\":\"Results from national stakeholder roundtables were reviewed using a survey sent to associate directors for education and evaluation at VA GRECCs, and survey findings were used to harmonize core content topics across the curriculum.\"}]","BUILDING A BIGGER TENT - INTERPROFESSIONAL ENGAGEMENT IN GERIATRIC CURRICULUM DEVELOPMENT - Overview of Curriculum Development Process | PDF",1790625568]