Related Experiment Video
Updated: Mar 25, 2026
14:13
A Training Program Using an Agility Ladder for Community-Dwelling Older Adults
Published on: March 7, 2020
11.6K
Lessons learned from narrative feedback of students on a geriatric training program.
Marjolein H J van de Pol1, Joep Lagro2, Elise L Koopman1
1a Department of Primary and Community Care , Radboud University Medical Center , Nijmegen , The Netherlands.
Gerontology & Geriatrics Education
|February 18, 2016
Summary
Medical students lack interest in geriatrics due to inaccurate perceptions of professional identity and clinical practice. Improving educational approaches and highlighting geriatric-specific challenges can enhance student engagement in this vital field.
Area of Science:
- Medical Education
- Geriatric Medicine
Background:
- Geriatrics faces a persistent shortage of medical students entering the field.
- Understanding student motivations is crucial for improving geriatric education and recruitment.
Purpose of the Study:
- To explore medical students' perspectives on geriatrics.
- To identify educational elements that can improve attitudes, interest, and knowledge in geriatrics.
Main Methods:
- Analysis of 36 students' narrative reflection essays.
- Thematic clarification through focus group sessions.
Main Results:
- Four key themes emerged: professional identity, perception of geriatrics, geriatric-specific problems, and learning environment.
- Inaccurate views of clinical practice and professional identity negatively impact student interest and knowledge.
- The hidden curriculum, novelty of geriatric issues, educational methods, and role models significantly influence student perspectives.
Conclusions:
- Addressing misconceptions about geriatric medicine and professional identity is essential.
- Educational strategies should leverage positive role models and highlight the unique aspects of geriatric care.
- Improving the learning environment and curriculum can foster greater student interest in geriatrics.
Related Concept Videos
01:20Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation
2.7K
Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
2.7K
01:15Nursing Evaluation
4.6K
The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
4.6K
01:15Drug Dosing: Geriatric Patients
345
Elderly individuals encompass a diverse population with varying degrees of age-related physiological changes. Defining the elderly presents challenges, as the geriatric population is often arbitrarily categorized as individuals older than 65. However, many individuals in this group lead active and healthy lives, with an increasing number surpassing 85 years and falling into the older elderly category. Physiological changes associated with aging impact performance capacity and homeostatic...
345
01:24Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation
2.3K
Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
2.3K
01:27Pharmacodynamics in Geriatric Patients: Effects of Age
314
Age-related pharmacokinetic changes are extensively documented, but understanding age-related pharmacodynamic alterations is relatively limited. This knowledge gap can be partly attributed to the complexity of developing appropriate measures of drug responses compared to bioanalytical methods for determining drug concentrations.Most information regarding age-related differences in human pharmacodynamics originates from cross-sectional studies. However, these studies assume that observed mean...
314
01:29Documentation in Long-Term and Home Healthcare Setting
1.7K
Documentation in long-term care facilities and home healthcare settings is crucial for ensuring continuous, coordinated, and comprehensive care for patients. Each setting has its specific documentation processes and tools:
Long-Term Care Facilities
Long-Term Care Facilities
1.7K