Strano-Paul Lisa
Department of Medicine, State University of New York, Stony Brook, New York 11794-8160, USA.
Gerontol Geriatr Educ. 2011;32(4):342-9. doi: 10.1080/02701960.2011.611557.
This study assesses how effective classroom sessions are at teaching geriatric competencies to medical students. At Stony Brook Medical School, most geriatric competencies are taught in the Ambulatory Care Clerkship during small-group educational sessions. Clinical exposure to reinforce these specialized skills varies with preceptor assignment. A student's ability to perform geriatric assessments was evaluated by scores on an Objective Structured Clinical Exam (OSCE) with a geriatric patient. Scores from students who received additional clinical practice of these skills were compared with scores from students who did not. No significant difference in OSCE scores were seen between the two groups.
本研究评估课堂教学在向医学生传授老年医学能力方面的效果如何。在石溪医学院，大多数老年医学能力是在门诊实习期间的小组教育课程中教授的。强化这些专业技能的临床接触因带教老师的分配而异。通过对老年患者进行客观结构化临床考试（OSCE）的分数来评估学生进行老年医学评估的能力。将接受这些技能额外临床实践的学生的分数与未接受的学生的分数进行比较。两组之间的OSCE分数没有显著差异。
