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Are some subjects better taught in block rotation? A geriatric experience
K K Steinweg1, D M Cummings, S K Kelly
1Department of Family Medicine, East Carolina University, Brody School of Medicine, Greenville, NC 27858, USA. Steinwegk@mail.ecu.edu
Background And Objectives:
This study characterizes the progress in and effectiveness of learning geriatric medicine during longitudinal and block phases of a family practice residency program.
Methods:
A structured second-year geriatric block rotation was added to a residency longitudinal curriculum. To assess learning, a Geriatric Assessment Instrument (GAI) consisting of 50 multiple choice questions was administered to three classes offamily practice residents (n=33)five times during training: entry into the program, beginning of the second year, pre- andpost-geriatric block rotation, and at graduation. Improvement between individual residentfirst- and third-year in-training exam scores in geriatrics of the intervention classes were compared with the four classes that preceded the introduction of the block rotation (n=38).
Results:
Scores on the GAI improved significantly before and after the rotation but not during any other interval of training during the residency. In-training exam scores improved significantlyfor the classes taught with the block rotation over those without it.
Conclusions:
Most of the geriatric learning occurred during the 1-month geriatric block rotation during the residency. In-training geriatric exam scores improved significantly with a geriatric block rotation. The use of structured repetitive learning experiences during the rotation to emphasize the common clinical issues and the skewed exposure to geriatric patients in the random nature of residency clinic and inpatient encounters accountfor this result.