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Built by an interprofessional faculty-student team using the ADDIE instructional design framework and Kolb’s experiential learning stages, it includes iterative feedback and evaluation metrics aligned to predefined outcomes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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to a career caring for older adults.  \nAbstract citation ID: igaf122.2943  \nDEVELOPMENT AND IMPLEMENTATION OF AN  \nINTERPROFESSIONAL, AGE-FRIENDLY  \nLEARNING ACADEMY  \nKristin Zimmerman1, Erika Nixon-Lambert1, Elvin Price1, Lana Sargent2, Antara Sarkar3, Thomas Walker3, Glenda Watkins4, and Sarah Marrs4, 1. Virginia Commonwealth University School of Pharmacy, Richmond, Virginia, United States, 2. Virginia Commonwealth University School of Nursing, Richmond, Virginia, United States, 3. Virginia Commonwealth University School of Medicine, Richmond, Virginia, United States, 4. Virginia Commonwealth University College of Health Professions, Richmond, Virginia, United States  \nThere is a shortage of interprofessional geriatrics clinical training and education experiences for health professions students. To address this, we developed an eight-week longitudinal clinical experience for interprofessional learners, including pharmacy, medicine, nursing, social work, physical therapy, and occupational therapy students. The program features co-learning in classroom and clinical spaces, and includes a learner-led design of a quality improvement plan to encourage team-based, age-friendly learning that may translate to collaborative, innovative, person-centered, and continuously improving care. The program was developed by an interprofessional team of faculty and students from the representative disciplines. The development team was guided by the ADDIE (analyze, design, develop, implement, evaluate) model for instructional design. In the analyze phase, the team sought input from faculty and students. In the design phase, the team created learning objectives from key competencies. In the development phase, the four stages of experiential learning from Kolb’s experiential learning cycle (concrete experience, reflective observation, abstract conceptualization, and active experimentation) was used to construct the curriculum. The initial implementation featured iterative feedback from the learner cohort; feedback was incorporated with predetermined learning outcomes and evaluation metrics during the evaluation phase. This presentation will discuss program development and share feedback and learning outcomes from the initial implementation cohort. Specifically, we will share quantitative outcomes related to changes in knowledge of age-friendly care, confidence in providing age-friendly care, interprofessional collaborative competency, dementia comfort and knowledge as well","cbCaikgkE6N4tLmG","https://ap.wps.com/l/cbCaikgkE6N4tLmG","pdf",779020,"English","# Program background and need\n## Program structure and interprofessional scope\n# Instructional design and curriculum development\n## ADDIE phases and Kolb’s experiential learning cycle\n# Implementation, feedback, and evaluation","[{\"question\":\"What problem does the Learning Academy address?\",\"answer\":\"It addresses the shortage of interprofessional geriatrics clinical training and education experiences for health professions students.\"},{\"question\":\"How is the program structured and who participates?\",\"answer\":\"It is an eight-week longitudinal clinical experience featuring co-learning for pharmacy, medicine, nursing, social work, physical therapy, and occupational therapy students.\"},{\"question\":\"Which instructional design frameworks guide development and evaluation?\",\"answer\":\"The development team used the ADDIE model (analyze, design, develop, implement, evaluate) and Kolb’s experiential learning cycle, with iterative feedback and metrics aligned to predefined learning outcomes.\"}]","DEVELOPMENT AND IMPLEMENTATION OF AN INTERPROFESSIONAL, AGE-FRIENDLY LEARNING ACADEMY | PDF",1790644853]