Page A E, Walker-Bartnick L, Taler G A, Snow D A, Wertheimer D S, Al-Ibrahim M S
Geriatric Area Health Education Center, University of Maryland, Baltimore.
J Med Educ. 1988 Jan;63(1):51-8. doi: 10.1097/00001888-198801000-00009.
The authors report on the development, implementation, and evaluation of a curriculum to teach house calls for the elderly to fourth-year medical students. A faculty committee drew up a statement of philosophy: developed attitude, knowledge, and skill objectives: and specified required educational experiences for the curriculum. which was incorporated into a required eight-week rotation in ambulatory medicine. In 1985 and 1986, 18 students completed the new curriculum at three different clinic sites and made a total of 167 documented house calls. Prerotation and postrotation measurement of the students' attitudes documented a significantly (p less than .003) more favorable attitude toward house calls after completion of the curriculum. The students further indicated that they were more likely after the curriculum than before it to provide house calls as part of their future medical practice. The students' evaluation of the curriculum provided information on the relative effectiveness of teaching strategies used in the curriculum and documented the success of the curriculum in transmitting knowledge about the homebound elderly.
作者报告了针对四年级医学生开展的关于上门为老年人诊疗课程的开发、实施及评估情况。一个教师委员会拟定了一份理念声明：制定了态度、知识和技能目标；并明确了该课程所需的教育经历，该课程被纳入了门诊医学为期八周的必修轮转课程中。1985年和1986年，18名学生在三个不同的诊所地点完成了新课程，并进行了总共167次有记录的上门诊疗。对学生态度的课前和课后测量表明，课程完成后，学生对上门诊疗的态度明显更为积极（p小于0.003）。学生们还表示，课程结束后，他们比之前更有可能将上门诊疗作为未来医疗实践的一部分。学生对课程的评价提供了有关课程中所采用教学策略相对有效性的信息，并证明了该课程在传授有关居家老年人知识方面的成功。
