Department of Physical Medicine and Rehabilitation, Brody School of Medicine, East Carolina University, Greenville, North Carolina 27834, USA.
Am J Phys Med Rehabil. 2012 Oct;91(10):883-9. doi: 10.1097/PHM.0b013e318264408f.
Residency training in physical medicine and rehabilitation may not contain a formal curriculum in geriatric patient care. A multidimensional geriatric curriculum to third and fourth year physical medicine and rehabilitation residents was implemented to enhance their knowledge in and attitude toward geriatrics. The curriculum consisted of a 12-wk clinical rotation at various sites of geriatric care including outpatient geriatric clinic, skilled nursing facility, continuing care retirement community, and home visits. Six online self-learning modules and multiple didactic sessions were also created. The residents' knowledge and attitude were assessed by pretest and posttest design using the Geriatric Knowledge Test, the Geriatric Attitude Scale, and the Attitudes Toward Teamwork in Healthcare Scale. In addition, the residents completed rotation evaluations to rate their learning experiences. Ten postgraduate year 3 and 4 physical medicine and rehabilitation residents participated in the geriatric curriculum, which included a required rotation. The Geriatric Knowledge Test score at baseline was 67.2%. With the completion of the curriculum, the Geriatric Knowledge Test scores showed improvement to 72.7%, although not statistically significant. The residents showed more favorable attitudes toward the geriatric population and interdisciplinary teamwork as measured by the Geriatric Attitude Scale and the Attitudes Toward Teamwork in Healthcare Scale. Overall, they rated the learning experiences highly on a 1-9 rating scale, with 9 being the highest rating; the residents assigned an average rating of 7.06 to specific learning activities within the rotation and an average rating of 6.89 to the organizational aspects of the rotation itself. The implementation of this geriatric curriculum allowed for improved geriatric training in physical medicine and rehabilitation residents.
物理医学与康复住院医师培训可能没有老年患者护理的正式课程。为了提高物理医学与康复住院医师对老年医学的知识和态度，为三、四年级的住院医师实施了多维老年医学课程。该课程包括在各种老年护理场所（包括老年门诊、熟练护理设施、持续护理退休社区和家访）进行为期 12 周的临床轮转。还创建了六个在线自学模块和多个讲座。通过使用老年知识测试、老年态度量表和医疗保健团队态度量表，采用前测和后测设计评估居民的知识和态度。此外，居民还完成了轮转评估，以评价他们的学习体验。10 名物理医学与康复住院医师（3 年级和 4 年级各 5 名）参加了老年医学课程，其中包括必修轮转。基线时老年知识测试的得分为 67.2%。随着课程的完成，老年知识测试的分数提高到了 72.7%，尽管没有统计学意义。老年态度量表和医疗保健团队态度量表的测量结果显示，居民对老年人群和跨学科团队合作的态度更为有利。总体而言，他们在 1-9 的评分量表上对学习体验给予了高度评价，9 分是最高评分；居民对轮转内的具体学习活动的平均评分为 7.06，对轮转本身的组织方面的平均评分为 6.89。该老年医学课程的实施使物理医学与康复住院医师的老年医学培训得到了改善。
