Compendium of Educational Offerings Relevant to Interprofessional Comprehensive Geriatric Assessment

The Compendium of Educational Offerings Relevant to Interprofessional Comprehensive Geriatric Assessment (CGA) is a result of collaboration between the North East Specialized Geriatric Services (NESGC), Seniors Care Network, and Laurentian Research Institute for Aging (LRIA). This final result of this collaboration is an extensive compendium of educational offerings divided into 3 sections:

Section 1

Freely Available Educational Offerings

Contains over 250 free resources that can be easily accessed online. These offerings vary widely in media type and include learning modules, PowerPoint presentations, lecture slides, videos, pdf documents, and conference recordings, among others.

Jump to Section 1

Section 2

Non Post-Secondary Courses or Educational Offerings with Fees

Includes more than 20 educational offerings, mostly in the form of courses that can be taken online or in a classroom setting, such as Gentle Persuasive Approaches (GPA) in Dementia Care. These offerings have varying costs, time requirements and delivery methods.

Jump to Section 2

Section 3

Post Secondary Continuing Professional Development (CPD) or Continuing Education Programs/Courses in Ontario and Quebec

Includes over 15 CPD programs offered by colleges in Ontario and Quebec, as well as CPD programs offered by universities. Most of these programs can be completed online.

Jump to Section 3

As you will see, this compendium matches the competency statements of the Competency Framework for Interprofessional CGA as well as the Self-Assessment Tool. Once clinicians have developed their SMART learning goals using the Self-Assessment Tool, the compendium can be used to access the relevant education. Given the many educational formats available, clinicians are encouraged to choose offerings that are most appropriate for their preferred style of learning.

Section 1: Freely Available Educational Offerings

  1. Core Geriatric Knowledge Demonstrate fundamental understanding of physiological and biopsychosocial mechanisms of the aging process, age-related changes to functioning, and the impact of frailty.
    1. Apply knowledge of the clinical, socio-behavioural and functional biomedical sciences relevant to geriatric clinical practice, including but not limited to:
      1. Normal Aging
      2. Frailty
      3. Atypical presentation of disease or medical conditions in the older adult
      4. Geriatric management of the older adult with multiple, complex medical conditions
      5. Falls and mobility
      6. Immobility and its complications
      7. Cognitive function
      8. Mid cognitive impairment (MCI)
      9. Dementias including behavioural and psychological symptoms (BPSD)
      10. Mood disorders and other psychiatric manifestations
      11. Nutrition/Malnutrition
      12. Pain management
      13. Bone disorders
      14. Delirium
      15. Bowel and bladder management
      16. Metabolic disorders
    2. Demonstrate skill in working with older adults with significant functional deficits and communication challenges (e.g cognitive impairment, sensory impairment, behavioural problems or ethno-cultural pluralities).
      1. Demonstrate skill in working with older adults with significant functional deficits and communication challenges
    3. Demonstrate knowledge of medication management, including but not limited to:
      1. Demonstrate knowledge of medication management
      2. Complete a detailed Best Possible Medication History and perform medication reconciliation.
      3. Promote adherence to a prescribed drug regimen.

        • No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

      4. Identify potentially inappropriate medication for an older adult patient.
      5. Recognize polypharmacy.
    4. Demonstrate knowledge of currently accepted recommendations for primary and secondary prevention of common geriatric syndromes:
      1. Demonstrate knowledge of currently accepted recommendations for primary and secondary prevention of common geriatric syndromes
    5. Demonstrate an awareness of the limitations of the scientific literature with regard to generalizability and applicability to a frail older population.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

  2. Screening, Assessment, and Risk Identification Gather patient medical and social history and clinical data in sufficient depth to inform care planning and effective clinical decision making.
    1. Identify and explore issues to be addressed in a patient encounter including the patient’s context and preferences.
      1. Identify and explore issues to be addressed in a patient encounter including the patient’s context and preferences
    2. Conduct an assessment within identified domains of the CGA using clinical acumen in conjunction with standardized, valid, reliable instruments as appropriate.
      1. Abuse
      2. Alcohol Use
      3. Behavioural Issues
      4. Bone Disorders
      5. Bowel/Bladder Management
      6. Care Setting
      7. Cognition
      8. Delirium
      9. Dementia
      10. Driving Safety
      11. Falls/Mobility
      12. Frailty
      13. Function
      14. General/Comprehensive Assessment
      15. Hearing/Vision
      16. Medications/Polypharmacy
      17. Mood Disorders
      18. Nutrition
      19. Oral Health
      20. Pain
      21. Religion/Spirituality
      22. Sexuality
      23. Skin
      24. Sleep
    3. Recognize important clinical indicators to promote patient safety (e.g signs and symptoms, laboratory tests, adverse effects).
      1. Recognize important clinical indicators to promote patient safety
    4. Assess an older person with multiple physical, medical, cognitive/ psychiatric, functional, and/or social problems. ( see 2.b) )

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    5. Identify reliable sources of information to inform the patient history (e.g Cumulative Patient Profile, involved family etc.).
      1. Identify reliable sources of information to inform the patient history
    6. Compile a history, drawing from reliable sources, that is relevant, clear, concise and accurate to context and preferences for the purposes of prevention and health promotion, diagnosis, treatment and/or management. ( see 2.e) )

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    7. Gather information about a patient’s beliefs, concerns, expectations and illness experiences.
      1. Gather information about a patient’s beliefs, concerns, expectations and illness experiences
    8. Collect a collateral history; supporting details from a close source who knows the patient's daily routines and function accurately (e.g family member or caregiver). ( see 2.f) )

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    9. Recognize the significance of behavioural observations in dementia care. ( see 1.a.ix) )

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    10. Assess an older person for their capacity to consent to treatment and make personal decisions.
      1. Assess an older person for their capacity to consent to treatment and make personal decisions
    11. Recognize and identify risk factors for and assess the presence of abuse/neglect (i.e financial, physical, emotional, sexual).
      1. Recognize and identify risk factors for and assess the presence of abuse/neglect
    12. Perform and/or interpret an environmental safety screen.
      1. Perform and/or interpret an environmental safety screen
    13. Identify specific patient vulnerabilities across the social determinants of health (e.g lack if family support, lack of primary care, and chronic mental health issues, financial challenges ect.) that increase the risk the patients needs will not be met.
      1. Identify specific patient vulnerabilities across the social determinants of health that increase the risk the patients needs will not be met
    14. Identify and assess caregiver burden.
      1. Identify and assess caregiver burden
  3. Analysis and Interpretation Conduct accurate analysis of assessment findings and clinical information to develop a complete understanding of the patient's story. Integrate assessment findings within and across domains to formulate a cohesive clinical impression
    1. Synthesize relevant information from multiple sources including perspectives of patients and families, colleagues and other professionals.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    2. Analyze and interpret results against age-appropriate and patient-specific norms.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    3. Analyze and take appropriate action related to important clinical indicators (e.g. signs and symptoms, laboratory tests, adverse effects) to promote patient safety.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    4. Evaluate the reason for change from baseline pre-morbidity to current functional status.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    5. Evaluate the restorative potential of the older patient.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    6. Demonstrate the ability to deal effectively and efficiently with clinical complexity by prioritizing problems.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

  4. Care Planning and Intervention Demonstrate expertise in treatment, education, goal setting, future and advance planning. With patients and their identified support network, formulate comprehensive, collaborative care plans focused on optimization of function and quality of life. Demonstrate knowledge of community resources and appropriate referral sources and mechanisms to access them. Conduct iterative and ongoing review and revision of the care plan and adjust interventions and modify goals as needed.
    1. Engage patients, families, and relevant health professionals in shared decision-making to develop a plan of care.
      1. Engage patients, families, and relevant health professionals in shared decision-making to develop a plan of care.
    2. Evaluate the level of engagement and capabilities of caregivers to meet the needs of older patients.
      1. Evaluate the level of engagement and capabilities of caregivers to meet the needs of older patients
    3. Include interventions to alleviate caregiver burden in the care plan.
      1. Include interventions to alleviate caregiver burden in the care plan
    4. Apply evidence-informed interventions appropriate to geriatric population.
      1. Apply evidence-informed interventions appropriate to geriatric population
    5. Use information about behavioural observations to inform a patient centered goal-based care plan.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    6. Develop care plans that include the use of preventative, adaptive, and therapeutic interventions in collaboration with interprofessional team members.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    7. Negotiate and construct timely care plans reflecting a patient’s goal, beliefs, concerns, and expectations in the context of their health trajectory.
      1. Negotiate and construct timely care plans reflecting a patient’s goal, beliefs, concerns, and expectations in the context of their health trajectory
    8. Clearly synthesize the agreed interventions and responsibilities including follow up actions.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    9. Assure that individual responsibilities in a specific care plan are explicit and understood.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    10. Check for patient and family understanding, ability, and willingness to follow through with recommended interventions within recommended time frames.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    11. Encourage participation in health promotion and disease prevention activities.
      1. Encourage participation in health promotion and disease prevention activities
    12. Promote safety while respecting patient autonomy in care plan decisions.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    13. Propose a safety plan in response to abuse, in conjunction with clinical team and others (e.g. Police).

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    14. Mediate situations of conflict between older adults and their family members in relation to care planning.
      1. Mediate situations of conflict between older adults and their family members in relation to care planning
    15. Conduct follow-up consultations to evaluate the therapeutic effectiveness of care plans.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    16. Assess acceptance, tolerance, safety, and adherence to the care plan.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    17. Continue to refine interventions based on patient’s response and goal attainment.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    18. Demonstrate the ability to promote integrated care of older patients, especially those with complex needs, and ease transitions across the variety of settings where they may receive services.
      1. Demonstrate the ability to promote integrated care of older patients, especially those with complex needs, and ease transitions across the variety of settings where they may receive services
    19. Identify the role of specialized geriatric services in providing case management for the frail senior.
      1. Identify the role of specialized geriatric services in providing case management for the frail senior
    20. Identify and appropriately discharge patients whose specialized geriatric service goals have been met.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    21. Reinforce the importance of advance care planning and discuss with patient and families the implications of their illness to allow patients and their families to prepare a robust advance care plan.
      1. Reinforce the importance of advance care planning and discuss with patient and families the implications of their illness to allow patients and their families to prepare a robust advance care plan
    22. Support patients and their families to access timely and appropriate end-of-life care consistent with their belief systems.
      1. Support patients and their families to access timely and appropriate end-of-life care consistent with their belief systems
  5. Interprofessional Practice Demonstrate and support interprofessional geriatric practice. Recognize and engage in inter-organizational collaboration through understanding of the roles of internal and external team members, and demonstrate the ability to identify appropriate opportunities to refer to collaborating teams/individuals
    1. Demonstrate both knowledge of critical concepts and the skills needed for the effective functioning in multidisciplinary/interprofessional clinical teams.
      1. Demonstrate both knowledge of critical concepts and the skills needed for the effective functioning in multidisciplinary/interprofessional clinical teams
    2. Identify and describe the role and expertise of members of the interprofessional team in the care of patients.
      1. Identify and describe the role and expertise of members of the interprofessional team in the care of patients.
    3. Demonstrate insight into limits of own expertise.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    4. Demonstrate effective, appropriate, and timely consultation of another health professional as needed for optimal patient care.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    5. Demonstrate the skills needed to address potential differences and misunderstandings between professionals.
      1. Demonstrate the skills needed to address potential differences and misunderstandings between professionals
    6. Regularly reflect on dynamics and productivity of self and interprofessional team.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    7. Cooperate with and show respect for all members of the interprofessional team by:
      1. Making expertise available to others

        • No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

      2. Sharing relevant information
      3. Contributing to identification of shared areas of concern and strategies and priorities for patient care to address those concerns

        • No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    8. Participate in defining team goals and objectives.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    9. Effectively collaborate with others, including primary health care providers and other partners:
      1. To provide quality care
      2. In research, education, program review and administrative responsibilities

        • No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

      3. To promote health and wellness in the community
  6. Professional Practice Demonstrate core values, behaviours and skills required to provide comprehensive, team based geriatric care. Demonstrate confidence in evaluating and maximizing own professional scope to optimize geriatric practice.
    1. Demonstrate compassionate and patient-centred care.
      1. Demonstrate compassionate and patient-centred care
    2. Facilitate older adults’ active participation in all aspects of their own health care (e.g. access to information, right to self-determination, right to live at risk, access to information and privacy).

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    3. Respect and promote older adults’ rights to dignity and self-determination.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    4. Demonstrate leadership and accountability for providing follow-up on identified patient needs or directing follow-up as appropriate.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    5. Discuss with the patient the ongoing responsibilities of the geriatric assessor, patient and other health care professionals.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    6. Understand and apply the principles of capacity for decision-making and informed consent.
      1. Understand and apply the principles of capacity for decision-making and informed consent
    7. Follow procedures for voluntary consent or proxy decision making (e.g. Substitute Decision Making, Public Guardian and Trustee, etc.) that arise from aging issues.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    8. Obtain informed consent throughout the assessment, care planning and interventions.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    9. Evaluate the impact of family dynamics on patient’s health, safety, and the therapeutic goals.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    10. Respect diversity and difference, including but not limited to the impact of gender, sexual identity, family dynamics, religion and cultural beliefs on decision-making.
      1. Respect diversity and difference, including but not limited to the impact of gender, sexual identity, family dynamics, religion and cultural beliefs on decision-making
    11. Address challenging issues effectively, such as obtaining informed consent, sensitively discussing a diagnosis/prognosis, addressing emotional responses, confusion or misunderstanding.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    12. Identify and appropriately respond to relevant ethical issues arising in the care of older adults.
      1. Identify and appropriately respond to relevant ethical issues arising in the care of older adults
    13. Maintain the patient’s health record as per organizational policy and legislated requirements.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    14. Document and share within the circle of care, the patient goals, appropriate findings of patient assessment, recommendations made, responsibilities of involved parties and taken.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    15. Document communication with patient and health care professionals across the broad care team in the appropriate locations (e.g. patient record and/or care plan) including connections with inter and extra agency team members, telephone calls of a clinical nature etc.

      1. No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

    16. Evaluate self and demonstrate and understanding of the importance of and the process of continuing professional development:
      1. Critically reflect on own practice

        • No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

      2. Assess own learning needs

        • No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

      3. Develop a plan to meet learning needs

        • No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

      4. Seek and evaluate learning opportunities to enhance practice

        • No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

      5. Incorporate learning into practice

        • No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

      6. Act as a preceptor/mentor for interprofessional team and students

        • No identified educational resources for this behavioural statement at this time, if you have a resource in this area please contact kkay@rgpo.ca

Section 2: Non Post-Secondary Courses or Educational Offerings with Fees

A Comprehensive Geriatric Assessment Online Course $50
Dementiability Methods: Validation Communication Techniques $250
Geriatric Training Certificate Program contact for quote
Symptômes Comportementaux et Psychologiques de la démence (SCPD) $300/personne
Aquifer Geriatrics: A Case Based Virtual Course contact for quote
Excellence in Resident Centered Care contact for quote
Living the Dementia Journey (MAREP) cost unknown
Teepa Snow - Becoming Dementia Aware Training Course $100
Bridges to Care LTC Toolkits cost unknown
Falls Prevention, Risk Assessment Online Course $50
Online Dementia Care Training Program (ODCTP) $75
Teepa Snow Webinars $10/webinar
Canadian Falls Prevention Curriculum $241.50
Formations Mieux-vivre (maladie de Parkinson) $195
Patient Centered Care Education for RPNs and Other HCPs $310.75 - $403.98
Troubles de comportements, troubles psychiatriques et troubles neurocognitifs: Comment s’y retrouver $250/personne
Capacity Builders cost is resource dependent
Gentle Persuasive Approaches in Dementia Care (GPA) $90 - $180
P.I.E.C.E.S. $195
U-First! $75
Contribution de l’infirmière auxiliaire aux soins d’une personne âgée souffrant de démence, de dépression ou de delirium $230/personne
Geriatric Certificate Program cost unknown
Premier soins en santé mentale $244
Geriatric Education Series $300
Dementiability Methods: The Montessori Way $450

Section 3: Post Secondary Continuing Professional Development (CPD) or Continuing Education Programs/Courses in Ontario and Quebec:

Algonquin College Working with Dementia Clients - Multidiscipline Certificate
Cambrian College Course: GERO 3501, Gerontology was offered in 2017, but current information incomplete.
Canadore College Exploring Dementia Care (Online via Ontario Learn)
Centennial College Ethical and Legal Issues Around Aging (Distance Learning)
Centennial College Overview of the Field of Aging
Centennial College Physiology of Aging and Activation
Centennial College Healthy Aging Adult (Distance Learning)
Conestoga College Dementia Care Certificate of Achievement
Confederation College Working With Dementia Recognition of Achievement
Confederation College Resident Centred Care (Online)
Confederation College Gerontology (Online)
Confederation College Healthy Adult Aging (Online)
Confederation College Physiology of Aging (Online)
Durham College Gerontology Certificate & Dementia Studies - Multidiscipline Certificate
Durham College Gerontology Certificate - Online/ Correspondence
Fanshawe College Social Gerontology (Online)
Fanshawe College Dementia (Online)
Fanshawe College Empowerment in Dementia Care (Online)
Fanshawe College Treatment Options in Dementia Care (Online)
Fanshawe College Treatment Options in Dementia Care (Online)
Fanshawe College Communication in Dementia Care (Online)
Fanshawe College Exploring Dementia Care (Online)
Fanshawe College Creating Dementia Care Skill Kit (Online)
Fanshawe College Frontal Lobe Dementia (Workshop)
Fleming College Working With Dementia Clients Certificate
George Brown College Aging and Health (Classroom)
George Brown College Aging and Mental Health (Classroom)
George Brown College Aging and Social Policy (Classroom)
George Brown College Caregiver Skills and Issues (Classroom)
George Brown College Dementia and Related Cognitive Disorders (Classroom)
George Brown College Dementia Intervention Skills (Classroom)
George Brown College Dementia Intervention Skills (Classroom)
George Brown College Psychology of Aging (Classroom)
George Brown College Skills for Counselling Older Adults (Classroom)
Georgian College
Humber College Gerontology Multidiscipline Certificate
Lakehead University Interdisciplinary Dementia Studies Certificate Program
Lambton College Dementia (Working with) Certificate
Loyalist College Dementia Studies Certificate
Loyalist College Geriatric Studies Certificate - Distance/ Correspondence
Loyalist College Gerontology Certificate - Distance/ Correspondence
Mohawk College Gerontology/ Working with the Aged Multidisciplinary Certificate
Dementia Studies/ Working with Dementia Clients Multidisciplinary Certificate
Mohawk College Dementia Studies/ Working with Dementia Clients Multidisciplinary Certificate - Partially Online
Queen’s University Graduate Diploma in Aging and Health
Ryerson University: Chang School of Continuing Education Certificate in Aging and Gerontology
St. Lawrence College Dementia Studies Certificate
Sault College Working with Dementia Certificate
University of Toronto: Bloomberg Faculty of Nursing Excelling in the Care of Older Adults
University of Toronto: Faculty of Medicine Care of the Elderly Certificate Course
College Boréal Gérontologie Interdisciplinaire
Université Laval Certificat en Gérontologie
Université de Montréal Certificat de Gérontologie
Université du Québec à Montréal Certificat en Gérontologie Sociale
Université du Québec à Trois-Rivières Certificat en Gérontologie

Appendix A: Development of the Compendium

In December 2017, a Comprehensive Geriatric Assessment (CGA) Knowledge to Action Working Group was established to aid in the development of a tactical plan and deliverables that would advance the translation of A Competency Framework for Interprofessional CGA into positive, interprofessional geriatric practice change.

The Framework describes detailed practice expectations of health professionals participating in the CGA in order to help them adequately prepare themselves to deliver interprofessional comprehensive geriatric assessments and interventions and work effectively in a specialized geriatrics environment. The Framework is organized into six practice areas which include 99 behavioural statements that are intended to describe the knowledge, skills, attitudes, judgments and actions expected of members of the interprofessional team participating in the CGA. The Framework outlined several implications for practice including: (1) improved quality of assessments; (2) improved goal-based care planning; (3) better tailoring of appropriate interventions; (4) appropriate follow-up and follow through; and (5) improved consistency in assessment practices across SGS providers.

In developing the Competency Framework, the Working Group recognized the importance of health professionals having a way to assess their knowledge against the behavioural statements, and subsequently access educational offerings to assist them in increasing competence in areas identified as having learning needs. The Interprofessional Comprehensive Geriatric Assessment (CGA) Self-Assessment Tool (hyperlink)l was developed for that purpose. The tool was developed to support the growth of the core competencies outlined in the CGA Framework.

In addition to development of the self-assessment tool, the Knowledge to Action working group identified the need for learners to have access to freely available and high quality educational offerings to support any areas of improvement identified on self-assessment. As such, the North East Specialized Geriatric Services (NESGC), Seniors Care Network, and Laurentian Research Institute for Aging (LRIA) joined forces to create a Compendium of Educational Offerings Relevant to Interprofessional Comprehensive Geriatric Assessment. The compendium provides an extensive array of educational offerings that a health professional can utilize to respond to their learning needs as shown by the self-assessment.

A stepwise approach was taken to identify educational offerings and match them with the behavioural statements of the Competency Framework. The approach was guided by the recommendation from project partners at North East Specialized Geriatric Centre (NESGC) that too much content would be better than not enough, considering all educational offerings would be reviewed by an expert panel upon completion. It was also recommended that the primary focus be placed on practice area one, Core Geriatric Knowledge, and practice area two, Screening, Assessment, and Risk Identification, of the Competency Framework.   

The challenge was to match the 99 behavioural statements (competencies) with appropriate educational offerings. In many cases, the educational offerings outlined learning objectives, which made the matching process much easier. When learning objectives were not available, the name of the educational offering, the table of content information, or any other descriptive content was matched to the behavioural statements. Further navigation of these educational offerings was often required in order to determine the subject matter and subsequently match the materials to the behavioural statements. When dates of completion could be located for educational offerings, only those 2010 or newer were included in the compendium.

It was necessary to consider how the compendium would take form and where it would eventually be housed. The project team began experimenting with Google Docs, which proved to be an effective electronic platform for the accumulation of compendium materials. In Google Docs, the compendium was created as a table with the behavioural statements functioning as the categories by which the educational offerings are grouped. A behavioural statement and its unique identifier (i.e. 1.a.vi) are written in a row, and the row immediately below it contains the educational offerings that were matched to that competency.

There were a number of discussions focussed on how any educational offering identified would be recorded electronically in the compendium. Initially, hyperlinks were proposed to input educational offerings, however, hyperlinks alone are very cryptic. The project team then considered generating brief summaries for each of the educational offerings, and soon into that approach it was realized that the size of the compendium would become unwieldy. The project team recognized that adequate detail was needed to provide sufficient context to enable an individual to more easily identify educational offerings that would meet their learning needs.Th solution was to use the titles of the educational offerings along with hyperlinks for input into the compendium.

Within the Competency Framework, there is overlap in language across some of the behavioural statements. The project team learned early that this would result in identical lists of educational offerings matched to the overlapping competencies. To avoid this, educational offerings were placed with the matching behavioural statement that appeared first in the compendium, which was then referred to by the other matching behavioural statement(s). Further, as material was found, it became evident that a large proportion of educational offerings were topic-focused on specific geriatric health problems or conditions. Often these materials would cover content from more than one practice area, but in the context of a client with the specific health issue. When this occurred, these educational offerings were placed only with the appropriate behavioural statement in practice area one, Core Geriatric Knowledge, as this section covers a number of geriatric health concerns. Both of these strategies were used in an attempt to reduce redundancy in the compendium.

The search to identify educational offerings began with a preliminary list of sources provided by our partners from Seniors Care Network. The list included the following:

  • Behavioural Support Ontario (BSO): GPA, U-First, Montessori Methods, PIECES
  • South West Assessment & Restore Website: Interprofessional CGA Toolkit
  • Rehabilitative Care Alliance: Assess and Restore Frail Seniors
  • Seniors Health Knowledge Network
  • Dementia Education Resources for Health Care Providers
  • Previous reviews completed by the Council of Universities of Ontario and Sim-ONE:
    • Health Workforce Education Needs for Seniors Care – Continuing Professional Development
    • Core Curricula for Entry-to-Practice Health and Social Care Worker Education in Ontario
    • Perceptions of Practitioners and Practitioner Organizations About Gaps and Required Competencies for Seniors’ Care Among Health and Social Care Graduates and Workers
    • Priority Learning Needs and Practice Challenges of Healthcare Providers Supporting Seniors Aging at HomeInterprofessional Education and Care for Seniors: An Environmental Scan

These sources were carefully and thoroughly explored for appropriate educational offerings. In this process, it was learned that many of these sources often directed the reader to external sources or links for more information. When this occurred, these new search directions were explored further for educational offerings. There were also numerous searches completed in electronic databases using keywords from the foundational report. The collection of keywords included: geriatric, older adult, geriatric assessor, medical history, surgical history, medication, social history, falls, function, cognition, mood, mental health, sleep, pain, nutrition, continence, physical assessment, interprofessional, curriculum and education. The databases used included the Education Resources Information Centre (ERIC) and Google. It was not the intent of this project to collect academic literature, therefore electronic databases for such content were not used. The search process evolved iteratively as the project team continued to search, identify, review and match educational offerings. Searches were discontinued at the point when no new educational offerings were being identified for a particular search term and when there were repetitions in the search results. Searches were conducted to find educational offerings in both English and French, which are colour coded in the compendium. Throughout this process, project partners from both Seniors Care Network and NESGC provided assistance when needed.

Two calls for feedback on both the compendium and any additional sources were sent out during the project. The first was directed to the RGPs of Ontario, and the second was disseminated to conference attendees at the RGPs of Ontario Annual Education Day. Project team members also attended the Education Day.

The project charter outlined the scope of the search as post-basic, formal (college, university) and informal (i.e. workshops, online modules) geriatric content. As the project team began identifying educational offerings and their differing characteristics, it was  soon realized the need for an organizational scheme in the compendium.The project team decided to divide it into three sections. The first section, which houses all of the behavioural statements, contains educational offerings that are freely available and accessible online. Some of these require registration with the parent organization, but none have fees. There was a guiding rule established early in the project that it was ideal for educational offerings to be freely available and accessible. However, the project team did not want to disclude educational offerings that had costs. The second section was created to contain informal educational offerings that have fees. In this section, there are details provided about each of the educational offerings including cost, format of delivery, time requirement, and content information, when applicable.

The third section contains continuing professional development (CPD) or continuing education programs or courses offered by post-secondary institutions in Ontario and Quebec, which have associated fees. The search parameters outlined earlier did not capture this content, therefore an additional search strategy was needed. The report Health Workforce Education Needs for Seniors – Continuing Professional Development provided important background information for this section. The report contains a number of appendices with varying CPD programs and courses. To confirm the currency of these programs and courses, they were cross-checked with searches on both the ecampus Ontario website and on the website of each post-secondary institution itself. Once this process was complete, searches for additional programs and courses were completed on these sites. Specific searches were completed using the keywords dementia, aging, caregiving, older adult, geriatric, gerontology, continuing education, professional development, and open enrolment. Searching also included the navigation of CPD or continuing education program pages when they were available on institution websites. Full-time degree and diploma post-secondary programs were deliberately excluded, as well as courses that were requirements for such programs. Single courses and programs focusing on palliative and end of life care were also excluded because expertise in these areas is not a component of CGA.

The matching of CPD programs and courses to the behavioural statements is represented differently in this section of the compendium. The project team learned that recording the CPD programs and courses with a title and a hyperlink was insufficient because program components became separated among the behavioural statements. This section was organized by institution, program name, course names and course descriptions to keep program information grouped together. Each course description was added to the compendium and within this text made reference to the unique identifier of the matching behavioural statements, which are shown in parentheses and highlighted yellow.

The final result of this project is a 70 page compendium of educational offerings. It contains over 250 free resources that can be easily accessed online. These offerings vary widely in media type and include learning modules, powerpoint presentations, lecture slides, videos, pdf documents, and conference recordings, among others. In section two, more than 20 educational offerings are provided, mostly in the form of courses that can be taken online or in a classroom setting, such as Gentle Persuasive Approaches (GPA) in Dementia Care. These offerings have varying costs, time requirements and delivery methods. The third section includes over 15 CPD programs offered by colleges in Ontario and Quebec, as well as close to 10 CPD programs offered by universities. Most of these programs can be completed online. There are varying degrees of complexity across the entire compendium of resources, from a simple list of factors to consider when evaluating sleep in older adults, to a very comprehensive geriatric certificate program that is endorsed by McMaster University. Once a clinician has evaluated his or her learning needs using the Self-Assessment Tool, these compendium resources may be utilized to help increase competence in the practice areas of the CGA Framework.