TY - JOUR
T1 - Advancing geriatrics education
T2 - Evaluation of a new curricular initiative
AU - Roscoe, Lori A.
AU - Schonwetter, Ronald S.
AU - Wallach, Paul M.
N1 - Funding Information:
This research was funded in part by Westport Corporation. Earlier versions of this article were presented at the Gerontological Society of America’s 55th Annual Scientific Meeting, November, 2002, Boston, Massachusetts; and at the American Geriatrics Society Annual Scientific Meeting, May, 2003, Baltimore, Maryland. The authors acknowledge the contributions of Westport Corporation for their support of our geriatrics program, as well as the time and effort donated by the many faculty members, patients, and members of the community who participated. Thanks also to Eric Eisenberg, Ph.D., and Randall S. Robbs, M.B.A., whose expertise contributed greatly to the quality of this article. Correspondence may be sent to Lori A. Roscoe, Ph.D., Assistant Professor, University of South Florida (MDC 19), 12901 Bruce B. Downs Blvd., Tampa, Florida 33612–4799, USA. Email: lroscoe@hsc.usf.edu
Copyright:
Copyright 2008 Elsevier B.V., All rights reserved.
PY - 2005/9
Y1 - 2005/9
N2 - Background: This study describes the development of a required 1-week curricular program in geriatric medicine for 3rd-year medical students and presents 3 years of evaluation data. Description: Successful aging, heterogeneity of the aging population, and comprehensive geriatric assessment were emphasized. In addition to didactic sessions, students participated in panel discussions and small group case conferences, and performed history and physical examinations on older patients. Evaluation: Students' acquisition of knowledge about geriatric medicine was assessed with pre-and posttests; posttest scores showed statistically significant improvement. Because attitudes toward older patients can impact the care provided, students' completed pre- and postattitude assessment scales. Attitude measures were repeated for 2 student cohorts, 1 and 2 years after completion of the program. Independent t tests comparing mean pretest and posttest scores revealed significant improvement in students' attitudes, which were maintained when attitudes were retested. Standardized mean difference scores were computed to measure the relationship between the educational intervention and students' attitude measures. Conclusions: Time in the medical school curriculum is scarce, but these results indicate that significant improvements can be made in medical students' attitudes toward and knowledge of older patients in 1 week.
AB - Background: This study describes the development of a required 1-week curricular program in geriatric medicine for 3rd-year medical students and presents 3 years of evaluation data. Description: Successful aging, heterogeneity of the aging population, and comprehensive geriatric assessment were emphasized. In addition to didactic sessions, students participated in panel discussions and small group case conferences, and performed history and physical examinations on older patients. Evaluation: Students' acquisition of knowledge about geriatric medicine was assessed with pre-and posttests; posttest scores showed statistically significant improvement. Because attitudes toward older patients can impact the care provided, students' completed pre- and postattitude assessment scales. Attitude measures were repeated for 2 student cohorts, 1 and 2 years after completion of the program. Independent t tests comparing mean pretest and posttest scores revealed significant improvement in students' attitudes, which were maintained when attitudes were retested. Standardized mean difference scores were computed to measure the relationship between the educational intervention and students' attitude measures. Conclusions: Time in the medical school curriculum is scarce, but these results indicate that significant improvements can be made in medical students' attitudes toward and knowledge of older patients in 1 week.
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U2 - 10.1207/s15328015tlm1704_8
DO - 10.1207/s15328015tlm1704_8
M3 - Article
C2 - 16197323
AN - SCOPUS:27844566257
SN - 1040-1334
VL - 17
SP - 355
EP - 362
JO - Teaching and Learning in Medicine
JF - Teaching and Learning in Medicine
IS - 4
ER -