THE THEORETICAL FOUNDATIONS OF ECHO - THE KEY TO INTERPROFESSIONAL INNOVATION IN GERIATRICS EDUCATION

Sep 28, 2026

Uploaded by Jasmine

The paper explains how sound theory supports innovative interprofessional geriatrics education through the Project ECHO framework. It links ECHO’s theoretical bases to educators’ use of tele-mentoring and tele-networking to strengthen Age-Friendly geriatric care. Emphasis is placed on community of practice and single- and double-loop learning as complementary theories for ongoing group learning, and for transforming disciplinary assumptions to enable interprofessional collaboration. Future directions include 4M learning, explicit teamwork in ECHO programs, and mixed-methods evaluation.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages1

Reading Time3 min

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Abstract

Tele-mentoring and tele-networking

Community of practice

Single-loop and double-loop learning

Future innovations and evaluation

Innovation in Aging, 2025, Vol. 9, No. S2 223 Abstract citation ID: igaf122.747 THE THEORETICAL FOUNDATIONS OF ECHO: THE KEY TO INTERPROFESSIONAL INNOVATION IN GERIATRICS EDUCATION Phillip Clark, University of Rhode Island, Kingston, Rhode Island, United States “There is nothing so practical as a good theory,” observed social psychologist Kurt Lewin. In developing innovative methods of interprofessional geriatrics education, this maxim applies to how the theoretical foundations of Project ECHO can enhance educators’ ability to apply its dual concepts of“tele-mentoring” and “tele-networking” to improve geriatric care. The multiple, complex, and chronic conditions of many older adults require interprofessional and interorganizational teamwork to provide Age-Friendly care. Two of the educational theories underpinning ECHO are especially relevant to addressing this need: (1) community of practice, and (2) single- and double-loop learning. Community of practice requires an intentional commitment of professionals to an ongoing group for learning and improving care. In ECHO, it provides the structure within which educational methods are employed and supports members in coping with challenging patients and situations. The ECHO principle of “all teach, all learn”is the foundation of this community. Single-loop learning involves acquiring professional knowledge to improve care and is embodied in didactic presentations. In contrast, double-loop learning entails transforming familiar modes of practice by recognizing the limits of one’s own discipline and supporting interprofessional collaboration for Age Friendly care. This outcome is based on the ECHO case presentation and discussion. Future innovations incorporating these theoretical principles are presented: (1) advantage of learning 4M care within a community of practice,(2) need for interprofessional teamwork made explicit in ECHO programs, and (3) requirement for mixed-methods evaluation of ECHOs to capture the impacts of changes in practice on patient care and outcomes.

FAQs

How does Project ECHO’s theory support interprofessional innovation in geriatrics education?

It uses theoretical foundations to guide educators in applying tele-mentoring and tele-networking, enabling improved Age-Friendly geriatric care through interprofessional collaboration.

What role does community of practice play in ECHO?

Community of practice provides the structure for ongoing group learning and improvement, supporting members in addressing challenging patients and situations through the principle that all teach and all learn.

How do single-loop and double-loop learning differ in ECHO?

Single-loop learning centers on acquiring knowledge through didactic presentations to improve care, while double-loop learning changes established practice by recognizing disciplinary limits and supporting interprofessional collaboration.

Sep 28, 2026

Uploaded by Jasmine