Yanamadala Mamata, Kaprielian Victoria S, O'Connor Grochowski Colleen, Reed Tiffany, Heflin Mitchell Tod
a Department of Medicine , Duke University School of Medicine , Durham , North Carolina , USA.
b Family Medicine and Faculty Development and Medical Education , Campbell University School of Osteopathic Medicine , Buies Creek , North Carolina , USA.
Gerontol Geriatr Educ. 2018 Apr-Jun;39(2):122-131. doi: 10.1080/02701960.2016.1152268. Epub 2016 Sep 16.
A geriatrics curriculum delivered to medical students was evaluated in this study. Students were instructed to review real patient cases, interview patients and caregivers, identify community resources to address problems, and present a final care plan. Authors evaluated the course feedback and final care plans submitted by students for evidence of learning in geriatric competencies. Students rated the efficacy of the course on a 5-point Likert scale as 3.70 for developing clinical reasoning skills and 3.69 for interdisciplinary teamwork skills. Assessment of an older adult with medical illness was rated as 3.87 and ability to perform mobility and functional assessment as 3.85. Reviews of written final care plans provided evidence of student learning across several different geriatric competencies such as falls, medication management, cognitive and behavior disorders, and self-care capacity. Assessment of the curriculum demonstrated that medical students achieved in-depth learning across multiple geriatric competencies through contact with real cases.
本研究对向医学生提供的老年医学课程进行了评估。指导学生查阅真实患者病例、采访患者及护理人员、确定解决问题的社区资源，并提交最终护理计划。作者评估了学生提交的课程反馈和最终护理计划，以寻找在老年医学能力方面学习的证据。学生对课程效果进行评分，采用5分制李克特量表，临床推理技能发展方面评分为3.70，跨学科团队合作技能方面评分为3.69。对患有内科疾病的老年人的评估评分为3.87，进行活动能力和功能评估的能力评分为3.85。对书面最终护理计划的审查提供了学生在多个不同老年医学能力方面学习的证据，如跌倒、药物管理、认知和行为障碍以及自我护理能力。课程评估表明，医学生通过接触真实病例在多个老年医学能力方面实现了深入学习。
