Sallehuddin Hakimah, Tan Maw Pin, Blundell Adrian, Gordon Adam, Masud Tahir
Department of Medicine, University Putra Malaysia, Serdang, Malaysia.
Malaysian Research Institute on Ageing (Myageing), University Putra Malaysia, Seri Kembangan, Malaysia.
Gerontol Geriatr Educ. 2022 Oct-Dec;43(4):456-467. doi: 10.1080/02701960.2021.1914027. Epub 2021 Apr 26.
Malaysia is becoming an aging nation, with 32 medical schools providing 5,000 graduates every year. The extent these graduates have been trained in core concepts in geriatric medicine remains unclear. This work aims to describe the current state of teaching provision on aging and geriatric medicine to the medical undergraduates in Malaysia. A survey was developed by geriatric medicine experts from the Malaysian Society of Geriatric Medicine (MSGM) to review the teaching provision based on the recommended MSGM Undergraduate Geriatric Medicine Curriculum and was sent to all medical schools across the country. The response rate was 50% (16 out of 32 medical schools). Among 16 medical schools, 10 (62.5%) delivered the learning outcomes as part of an integrated curriculum, and five via a mixed geriatric and integrated curriculum at varying degrees of completeness, ranging from 19% to 94%. One particular medical school did not deliver any of the core topics as part of its undergraduate curriculum. It has been identified that the strongest barrier to delivery was lack of expertise, followed by the fact that the topics were not included in the current curriculum. Improvement in teaching provision should be implemented through a concerted effort to adopt a geriatric medical curriculum nationwide, while future research should aim at the interventions taken to address the barriers in its provision.
马来西亚正步入老龄化国家行列，有32所医学院校，每年培养5000名毕业生。这些毕业生在老年医学核心概念方面的培训程度尚不清楚。这项工作旨在描述马来西亚针对医学本科生的衰老与老年医学教学现状。马来西亚老年医学协会（MSGM）的老年医学专家设计了一项调查，以根据MSGM本科老年医学课程推荐内容审查教学情况，并将其发送给全国所有医学院校。回复率为50%（32所医学院校中的16所）。在16所医学院校中，10所（62.5%）将学习成果作为综合课程的一部分进行授课，5所通过老年医学与综合课程相结合的方式授课，完整程度各异，从19%到94%不等。有一所医学院校未将任何核心主题纳入其本科课程。已确定教学实施的最大障碍是缺乏专业知识，其次是这些主题未包含在当前课程中。应通过全国范围内协同采用老年医学课程来改进教学，而未来的研究应着眼于为解决教学障碍所采取的干预措施。
