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Designing and evaluating an episodic, problem-based geriatric curriculum.
L Z Nieman1, M S Vernon, R D Horner
1Office of Medical Education, Medical College of Pennsylvania, Philadelphia 19129.
Family Medicine
|July 1, 1992
Summary
This study shows a clinical problem-based geriatric course improved medical students' knowledge and confidence in assessing elderly patients. Student attitudes and knowledge influenced their interview questioning styles.
Area of Science:
- Medical Education
- Geriatrics
- Clinical Reasoning
Background:
- Traditional geriatric training focuses on attitudes and knowledge.
- This study evaluated a novel clinical problem-based geriatric course for medical students.
Purpose of the Study:
- To evaluate the effectiveness of a clinical problem-based geriatric course.
- To assess changes in medical students' knowledge, attitudes, and clinical skills regarding geriatric care.
Main Methods:
- A two-semester course was delivered to 136 second-year medical students.
- Teaching methods included case studies, patient-actors, lectures, and discussions.
- Student performance was assessed via standardized patient interviews and questionnaires.
Main Results:
- Students reported favorable course evaluations and high confidence in geriatric assessment.
- Knowledge scores significantly increased post-course (P < .05).
- Higher knowledge scores correlated with more psychosocial questions; higher attitude scores correlated with more time eliciting patient feelings.
Conclusions:
- A problem-based geriatric course effectively enhances medical student knowledge.
- Student attitudes and knowledge directly impact their interview techniques with geriatric patients.