Salsbury Stacie A, Killinger Lisa Z, Bhatti Judy L, Twist Elissa
Palmer Center for Chiropractic Research, Palmer College of Chiropractic, Davenport, Iowa, USA.
Private Practice, Killinger Family Chiropractic, Bettendorf, Iowa, USA.
Gerontol Geriatr Educ. 2025 May 14:1-15. doi: 10.1080/02701960.2025.2503948.
Health care organizations and professionals are encouraged to adopt the 4Ms of age-friendly health systems to improve clinical care for older adults. This project explored chiropractic student perceptions of the 4Ms (what matters, mobility, mentation, medication) before and after a brief educational intervention. This study used a pretest, posttest design with multiple student cohorts enrolled in a required geriatrics course. Over 4 cohorts, 298 students participated in 50-minute 4Ms training and in-class discussions, 295 self-rated their 4Ms knowledge on a 5-point scale, and 182 provided written feedback. The percentage of students who self-rated their 4Ms knowledge as high/very high before versus after training were: 4Ms description (0% vs. 74.5%); 4Ms general use (0.3% vs. 66.3%); teach others about 4Ms (0% vs. 50.5%); and implement 4Ms in clinical practice (0.3% vs. 55.6%). In the written feedback, 133 students described 1 M ( = 63), 2 Ms ( = 27), 3 Ms ( = 14), 4Ms ( = 14), or the 4Ms general framework ( = 15). Feedback included examples of welcoming older adult clients, age-friendly office layout, care protocols, and changes in knowledge or confidence. Students who participated in an educational intervention reported higher 4Ms self-knowledge and identified ways to integrate 4Ms into age-friendly chiropractic care. Targeted, skills-based training may enhance 4Ms implementation into clinical practice.
鼓励医疗保健机构和专业人员采用老年友好型卫生系统的4M原则，以改善对老年人的临床护理。本项目探讨了在简短的教育干预前后，整脊学生对4M原则（重要事项、行动能力、认知能力、药物治疗）的看法。本研究采用了前测、后测设计，多个学生群体参加了一门必修的老年医学课程。在4个群体中，298名学生参加了50分钟的4M原则培训和课堂讨论，295名学生用5分制对自己的4M原则知识进行了自我评估，182名学生提供了书面反馈。培训前后将自己的4M原则知识自我评估为高/非常高的学生比例分别为：4M原则描述（0%对74.5%）；4M原则的一般用途（0.3%对66.3%）；向他人传授4M原则（0%对50.5%）；以及在临床实践中实施4M原则（0.3%对55.6%）。在书面反馈中，133名学生描述了1个M（n = 63）、2个M（n = 27）、3个M（n = 14）、4个M（n = 14）或4M原则的总体框架（n = 15）。反馈包括欢迎老年客户的示例、老年友好型办公室布局、护理方案以及知识或信心的变化。参加教育干预的学生报告说，他们对4M原则的自我认知更高，并确定了将4M原则纳入老年友好型整脊护理的方法。有针对性的、基于技能的培训可能会增强4M原则在临床实践中的实施。
