经历衰老还是破除迷思？——不同“老年医学与老年学”教学策略对一年级医学生的影响
Experiencing aging or demystifying myths? - impact of different "geriatrics and gerontology" teaching strategies in first year medical students.
作者信息
Lucchetti Alessandra Lamas Granero, Lucchetti Giancarlo, de Oliveira Isabella Noceli, Moreira-Almeida Alexander, da Silva Ezequiel Oscarina
机构信息
Division of Geriatrics, School of Medicine, Federal University of Juiz de Fora, Av. Eugenio do Nascimento s/n, Bairro Dom Bosco, Juiz de Fora, Brazil.
School of Medicine, Federal University of Juiz de Fora, Juiz de Fora, Brazil.
出版信息
BMC Med Educ. 2017 Feb 8;17(1):35. doi: 10.1186/s12909-017-0872-9.
BACKGROUND
With the aging of the population comes a greater need for geriatric and gerontology teaching. However, there is currently a dearth of investigations on the impact of different educational methodologies for teaching in this area early in medical courses. The present study aims to determine the impact of two educational strategies on the topic "Geriatrics and Gerontology" ("experiencing aging" and "myths of aging") as compared to a control group (no intervention) on the attitudes, empathy and knowledge of first year medical students.
METHODS
An intervention-based study in education was conducted at the beginning of the first year of a medical course. Students submitted to educational strategies were compared against students with no intervention. The two strategies were: "Experiencing Aging" - also known as the "aging game" (simulation of the disabilities and physiological changes of aging), and "Myths of Aging" - a knowledge discussion based on a "quiz show", questioning common myths about aging. All students were assessed on their attitudes towards older persons (Maxwell-Sullivan, UCLA attitudes), empathy (Maxwell-Sullivan), knowledge on facts and positive view about aging (Palmore), and cognitive knowledge. Data were analysed using Student's t, Chi-squared or ANOVA tests.
RESULTS
A total of 230 students were assessed. The "experiencing aging" intervention was associated with improvement in empathy but worsening of attitude. The "myths of aging" intervention was associated with an improved attitude overall and positive view about aging but with no change in empathy towards older persons.
CONCLUSION
Educational strategies can influence the attitudes and empathy of students, leading to different outcomes. These data highlight the importance of assessing the outcomes of educational strategies in medical teaching to ascertain in what manner (how), situations (when) and settings (where) these activities should be introduced.
背景
随着人口老龄化，对老年医学和老年学教学的需求日益增加。然而，目前对于医学课程早期该领域不同教学方法的影响缺乏研究。本研究旨在确定与对照组（无干预）相比，两种教育策略（“体验衰老”和“衰老的误区”）对一年级医学生的态度、同理心和知识的影响。
方法
在医学课程第一年开始时进行了一项基于教育干预的研究。将接受教育策略的学生与未接受干预的学生进行比较。这两种策略分别是：“体验衰老”——也称为“衰老游戏”（模拟衰老的残疾和生理变化），以及“衰老的误区”——基于“问答竞赛节目”的知识讨论，质疑关于衰老的常见误区。所有学生均接受了对老年人的态度（麦克斯韦 - 沙利文量表、加州大学洛杉矶分校态度量表）、同理心（麦克斯韦 - 沙利文量表）、关于衰老事实的知识和积极看法（帕尔莫尔量表）以及认知知识的评估。数据采用学生 t 检验、卡方检验或方差分析进行分析。
结果
总共评估了230名学生。“体验衰老”干预与同理心的改善相关，但态度变差。“衰老的误区”干预总体上与态度改善和对衰老的积极看法相关，但对老年人的同理心没有变化。
结论
教育策略可以影响学生的态度和同理心，导致不同的结果。这些数据凸显了在医学教学中评估教育策略结果的重要性，以确定应以何种方式（如何）、在何种情况下（何时）以及在何种环境（何处）引入这些活动。
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