Creation and Implementation of a Large-Scale Geriatric Interprofessional Education Experience

Table 4

Faculty facilitator evaluation (n = 33).

Item	Strongly disagree, N (%)	Disagree, N (%)	Neutral, N (%)	Agree, N (%)	Strongly agree, N (%)	Mean (SD)
The education event was well organized and transitioned well	0	2 (6.1)	1 (3.0)	15 (45.5)	15 (45.5)	4.30 (0.8)
The poster session was organized and valuable to the students	0	0	4 (12.1)	10 (30.3)	19 (57.6)	4.45 (0.7)
The professional huddles helped students understand their roles in the simulation	0	0	4 (12.1)	11 (35.5)	16 (51.6)	4.39 (0.7)
The students were engaged in the simulation scenario	0	0	1 (3.0)	21 (63.6)	11 (33.3)	4.30 (0.5)
The simulation scenario was realistic	0	0	0	15 (45.5)	18 (54.6)	4.54 (0.5)
Students were able to identify patient problems and propose interventions	0	0	3 (9.1)	15 (45.5)	15 (45.5)	4.36 (0.7)
The debriefing sessions provided valuable feedback for students	0	0	2 (6.3)	15 (46.9)	15 (46.9)	4.41 (0.6)
The session with the volunteer provided students with a good experience of interprofessional teamwork	0	0	0	13 (39.4)	20 (60.6)	4.61 (0.5)
This was a valuable learning experience for the students	0	0	0	16 (48.5)	17 (51.5)	4.52 (0.5)
Students worked as a team to develop a plan of care	0	0	5 (15.2)	14 (42.4)	14 (42.4)	4.27 (0.7)
As facilitator, I was able to keep the discussion on track to meet the objectives of the simulation	0	0	3 (9.7)	19 (61.3)	9 (29.0)	4.19 (0.6)