Jun 6

Creating an Educated Workforce for the Geriatric ED

Monday, June 6
3:00 - 4:00 PM EST

This webinar has completed and is now available on-demand. Please see below for webinar recording and supporting materials.

Related Resources

Main Learning Points

Knowles Adult Learning Theory

  1. Adult learners are self-directed
  2. Adult learners build on previous experience
  3. Adult learners are task-oriented.
  4. Adult learners are problem-solvers.
  5. Adult learners are internally motivated.


  • Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf Publishing.
  • Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.

We Don't Know What We Don't Know

Thinking about “what we don’t know we don’t know” from the delirium perspective:
One thing to consider is the disconnect between clinician recognition of delirium and their perception
of their recognition.

We emergency clinicians miss two-thirds of all delirium
Yet in surveys of emergency nurse via the ENA and physicians via ACEP

  • 77% of emergency nurses self report having an intermediate or advanced
    knowledge of delirium detection
  • 93% of emergency physicians self reported intermediated or advanced
    knowledge of delirium detection


If you are thinking about implementing a program related to delirium detection, you need to realize
that there is a mis-match between your staff members knowledge around delirium and their beliefs
about their knowledge!

  • why they are missing the diagnosis
  •  Address that as part of the education

Address Why this Matters

It is also critical to educate your workforce about why this matters –from the perspective of patients and themselves

  • Providing the rationale for why this practice change is occurring is crucial for
    buy-in from your workforce and/or administration
  •  “because I said so” may be effective in action, but it’s usually with reluctance and

Who is Delivering the Education

It is also important to think about who is delivering the education

  • Learners may be more receptive to education from one of their peers – likewise their peers
    may be better suited to tailor the education to them

How Education is Delivered

Finally – think about how the education is delivered

  • Certainly, there is a role for lectures (or recorded lectures) and powerpoint slides
  • But try multiple approaches to provide education
    • M&M or other case-based learning opportunities
    • Simulation
    • Fast-facts and infographics
  • Think about ways to make it memorable and/or interactive
    • World delirium awareness day
    • Fortune cookies!
  • And if you are trying to get your educators, other role groups, or other institutions on board, think about
    how you can make it easy for them



  1. To enhance skills in educating an ED workforce
  2. To explore resources to support education of ED clinicians about care of older people — The Geri ED Skills Fair; www.geri-EM.com; the Elder Abuse Toolkit; the ED Delirium Toolkit; GEMCast podcasts
  3. To hear examples from around the world of successful “outside the box” ED education projects
  4. To inspire ED staff about opportunities to learn more about older person care


Expert Panel

Don Melady, MD, MSc(Ed)
Emergency Physician,
Mount Sinai Hospital

Pamela Martin, APRN
Geriatric Emergency Medicine
Yale New Haven Health
Department of Geriatrics

Maura Kennedy, MD
Director Geriatric Emergency Medicine
Massachusetts General Hospital

Tony Rosen, MD
Department of Emergency Medicine,
Division of Geriatric Emergency Medicine
New York-Presbyterian Hospital
Weill Cornell Medicine


And a SPECIAL thanks to our video panelists:

Colleen McQuown, Suzie Ryer, Marge McGillivray and Paige Guinn!

Join the mailing list to get the latest GEDC updates in your inbox!