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Faculty resources for teaching geriatric medicine

R M Coe, D K Miller, J M Prendergast

    Journal of the American Geriatrics Society
    |January 1, 1982
    PubMed
    Summary
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    Most medical faculty are uninterested in teaching geriatrics, preferring consultant roles. Despite experience with older patients, their knowledge of aging is modest, though stereotyping is minimal.

    Area of Science:

    • Geriatric Medicine
    • Medical Education
    • Faculty Development

    Background:

    • Geriatrics is an underserved specialty.
    • Medical faculty often lack specialized training in geriatric care.
    • There is a need to integrate geriatric education into medical curricula.

    Purpose of the Study:

    • To assess faculty interest in teaching geriatrics.
    • To evaluate faculty knowledge and attitudes toward aging.
    • To inform the development of geriatric training programs.

    Main Methods:

    • Self-administered questionnaires distributed to internal medicine and psychiatry faculty.
    • Data collected on personal and practice characteristics, teaching interest, knowledge of aging, and attitudes toward the elderly.

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  • Response rate of 25% from faculty members.

    • Main Results:

    • 40% of respondents expressed no interest in teaching geriatrics.
    • Most interested faculty preferred a consultant role.
    • Faculty demonstrated modest knowledge of aging but minimal stereotyping of elderly patients.
    • Significant experience with elderly patients was reported despite knowledge gaps.

    Conclusions:

    • A substantial portion of medical faculty are disinclined to teach geriatrics.
    • Faculty preferred practical, consultative roles over didactic teaching.
    • Targeted educational interventions are needed to improve geriatric knowledge and address potential barriers to teaching.
    • Findings have implications for designing effective geriatric training programs for medical professionals.