ABSTRACT
Background: In America there are currently many older adults living alone in hopes of maintaining their independence. COVID-19 emphasized the pre-existing issue of social isolation among older adults, especially with society's ever-increasing dependence on technology. In response to the pandemic, the HealthWise program was created to teach older adults about technology, using Zoom©, to increase comfortability and confidence when using technology. Methods: To participate in HealthWise, participants needed to be 55 or better, have WIFI connection and the ability to participate in sessions for the duration of the program. All participants were assigned to trained coaches, who were students at Eastern Virginia Medical School. During the first session each participant signed a consent form and completed a 14-question survey. Questions included multiple choice and Likert scales pertaining to age, race, educational level, frequency of technology use, and their level of comfort using technology. One-hour sessions were conducted twice a week for three months. The goal was for participants to gain proficiency in the following skills: WIFI, Zoom ©, email and the Birdsong App, an internet- based software for older adults. Results: There were 66 participants total. 56% of all participants lived alone, while 24% lived with their spouse. 24% completed some college but have no degree, 20% had a bachelor's degree, 18% had a master's degree, 15% had a high school degree (or equivalent) and 12% had an associate degree. 88% of participants use technology more than five plus times per week, while only 12% use technology less than five times. Of those using technology consistently, only 40% are comfortable with their abilities. Participants with an associate degree or higher reported to be more comfortable using technology compared to participants with a high school education or lower (p-value, 0.025). Conclusion: The pre-survey data demonstrates there is a need within the older adult population to receive technological training. In addition, the data shows an interest among older adults to receive training despite education level and current levels of comfort using technology. Additional research will be conducted to gather data on retention of skills and comfortability using technology.
ABSTRACT
Introduction: As the incidence of anaphylaxis increases, communities need to know how to recognize and respond to allergy emergencies. Allergists can play an impactful role in allergy preparedness by teaching first responders how they can teach schools about anaphylaxis. Methods: Board-certified allergists adopted a train-the-trainer approach to instruct first responders on teaching food allergy-focused anaphylaxis and epinephrine classes. Instructor training initially occurred in-person. Due to COVID and scalability, training was converted to a hybrid training (primarily asynchronous, online course with live, synchronous components required) and expanded to include more in-depth allergy education and teaching strategies. We then compared the initial training to the hybrid training. Results: Eleven first responders completed the initial, in-person training. They then instructed 63 schools, reaching approximately 3,956 students and 295 staff. 7 instructors then completed the hybrid training, 6 of whom then completed a comparison survey: all found the additional anaphylaxis education at least very helpful, and 83% found the recorded demonstration presentation extremely helpful. New instructors are currently enrolling in the hybrid training and reporting positive feedback. Conclusion: The use of a train-the-trainer program allows for board-certified allergists to train first responders and, thus, reach a greater number of individuals compared to the reach of a single allergist alone. The use of the hybrid course allows for effective training without compromising the quality of content and education. We encourage allergists to consider a train-the-trainer approach for high-impact community education.