Yeo G, Fowkes V
Gerontol Geriatr Educ. 1989;9(4):83-94. doi: 10.1300/J021v09n04_09.
A Geriatric Education for Physician Assistant (PA) Faculty program enrolled teachers from 21 of the 55 PA training programs in the country to participate in three-week training sessions at Stanford University. The faculty trainees took part in lecture/discussion, audio-visual review, clinical training, and individual conferences. They prepared a lecture and a complete geriatric teaching plan for their home program, and were assigned a text and numerous articles to read. Measures of effect of the training found the following: a significant increase in knowledge scores, although the trainees came into the program with relatively high scores; a heightened awareness and increased positive attitudes toward aging; high ratings of performance on a functionally oriented comprehensive health assessment; and augmented geriatric curriculum and clinical training in their home PA programs.
一项针对医师助理（PA）教员的老年医学教育项目，从该国55个PA培训项目中的21个项目招募了教师，让他们在斯坦福大学参加为期三周的培训课程。教员学员参加了讲座/讨论、视听复习、临床培训和个人会议。他们为自己所在的项目准备了一场讲座和一份完整的老年医学教学计划，并被分配了一篇课文和大量文章以供阅读。培训效果评估发现如下情况：知识得分显著提高，尽管学员们进入该项目时分数相对较高；对衰老的认识增强，对衰老的积极态度增加；在以功能为导向的综合健康评估中的表现评分很高；以及他们所在的PA项目中，老年医学课程和临床培训得到加强。
