Division on Aging, Department of Family Medicine, Carolinas Medical Center, Charlotte, NC28232, USA.
J Am Geriatr Soc. 2010 Jan;58(1):142-51. doi: 10.1111/j.1532-5415.2009.02663.x.
This article describes the development of a learner-centered, needs-based geriatrics curriculum for medical trainees, specifically, a geriatric block rotation for family medicine and internal medicine residents with the incorporation of a new group of learners: medical students. The objectives were to develop a curriculum that meets the needs of learners with diverse levels of geriatric experience and learning needs. The process used to accomplish these objectives is outlined. In an effort to design a learner-centered, competence-based curriculum, two instruments were developed. These instruments served to identify the learning needs of the varied levels of learners and to develop the specific goals and objectives of this 4-week geriatric rotation. The Geriatric Self-Competency Checklist (GSCC) and a Geriatric Knowledge Test were administered before and after the rotation. On average, learners identified eight priority learning needs using the GSCC. Evaluation and feedback from faculty and preceptors was also important in the identification of learning needs and during the learning process. Faculty development was initiated, focusing on the identification of competence in specific curricular areas. Examples of application of adult learning principles in curriculum design and implementation are also shared. No additional costs or faculty were required for this project, which is important if scarce academic geriatrics resources are to be used to reach the many more medical students and residents. This is essential for quality care needs of the rapidly aging population.
这篇文章介绍了一种以学习者为中心、基于需求的老年医学课程的开发，特别是为家庭医学和内科住院医师提供的老年医学轮训课程，同时纳入了新的学习者群体：医学生。目标是开发一门满足具有不同老年医学经验和学习需求的学习者需求的课程。概述了实现这些目标的过程。为了设计以学习者为中心、以能力为基础的课程，开发了两种工具。这些工具用于确定不同层次学习者的学习需求，并制定这个 4 周的老年学轮转的具体目标和目标。在轮转前后使用老年自我能力检查表 (GSCC) 和老年知识测试来评估学习者。平均而言，学习者使用 GSCC 确定了八项优先学习需求。来自教师和导师的评估和反馈在确定学习需求和学习过程中也很重要。启动了教师发展，重点是确定特定课程领域的能力。还分享了在课程设计和实施中应用成人学习原则的示例。这个项目不需要额外的费用或教师，这一点很重要，如果要利用稀缺的学术老年医学资源来满足更多的医学生和住院医师，那么这一点很重要。这对于满足快速老龄化人口的高质量护理需求至关重要。
