A problem-based learning curriculum in geriatrics for medical students

Abstract

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.

A Cross-Sectional Study: What Contributes to Nursing Students’ Clinical Reasoning Competence?

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Facilitando el abordaje de delirium y síndrome de caídas mediante Aprendizaje Basado en Problemas en estudiantes de pregrado de Medicina en una universidad colombiana

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Opportunities to improve undergraduate Geriatric Medicine education in the post-pandemic era

“…Students should be given practical tasks such as drafting care plans. This enables the assessment of different competencies, such as mobility, falls, medication management, cognition, and self-care abilities 3 .…”