Development and validation of a geriatrics knowledge test for primary care residents

Reuben, David B.; Liu, Ming; Davis, James W.; Eslami, Michelle; Osterweil, Dan; Melchiore, Susan; Weintraub, Nancy

doi:10.1046/j.1525-1497.1997.00078.x

Cited by 35 publications

(30 citation statements)

References 8 publications

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“…The evaluation of the FDP program includes many commonly used methods for evaluating faculty learners, including recollection and retention of course content and self-reported behavioral changes regarding the incorporation of the material into clinical teaching and practice. The more proximal evaluation includes precourse and postcourse performance on a previously validated geriatric medicine knowledge test, [42][43][44] precourse and postcourse performance on a validated survey of attitudes regarding older persons and geriatric medicine, 45 a self-assessment survey measuring self-reported importance of and confidence in practicing and teaching geriatric skills, and Faculty Scholars' reports of subsequent frequency of teaching on the geriatric medicine and ''Teaching on Today's Wards'' content.…”

Section: Discussionmentioning

confidence: 99%

The Curriculum for the Hospitalized Aging Medical Patient program: A collaborative faculty development program for hospitalists, general internists, and geriatricians

Podrazik

Levine

Smith

et al. 2008

Journal of Hospital Medicine

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BACKGROUND:The University of Chicago Curriculum for the Hospitalized Aging Medical Patient (CHAMP) faculty development program (FDP) is targeted at hospitalists and other internists who teach residents and students in the hospital setting. The aim of CHAMP is to increase the quantity and quality of teaching of geriatric medicine pertinent to the inpatient setting.METHODS:Hospitalist and general internist faculty members who attend on the University of Chicago Medicine teaching service were invited to participate. The CHAMP FDP consisted of twelve 4‐hour sessions. Two hours of each session covered inpatient geriatrics content, and 2 hours addressed improving clinical teaching (both general teaching skills and challenges specific to the inpatient wards) and teaching the Accreditation Council for Graduate Medical Education core competencies with geriatrics content. The evaluation included a self‐report survey of the impact on the graduates' teaching and clinical practice.RESULTS:The FDP was piloted in early 2004 with a core group of geriatrics and hospitalist faculty. Three subsequent cohorts totaling 29 hospitalist and general internal medicine faculty members completed the FDP by the fall of 2006. Faculty participants evaluated the program positively, and significant improvements in knowledge, attitudes to geriatrics, and perceived behavior in teaching and practicing geriatrics skills were found.CONCLUSIONS:The integration of teaching techniques and geriatrics content was enthusiastically accepted by University of Chicago hospitalists and general internists who teach residents and medical students in the inpatient setting. The program has potential for widespread suitability to all teaching faculty who care for the older hospitalized patient. Journal of Hospital Medicine 2008. © 2008 Society of Hospital Medicine.

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Section: Discussionmentioning

confidence: 99%

The Curriculum for the Hospitalized Aging Medical Patient program: A collaborative faculty development program for hospitalists, general internists, and geriatricians

Podrazik

Levine

Smith

et al. 2008

Journal of Hospital Medicine

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“…Second, geriatrics specific knowledge and attitudes were measured using the University of California at Los Angeles (UCLA) Geriatrics Knowledge Test and Attitudes Scale (Reuben et al, 1997(Reuben et al, , 1998. The instrument was administered to the intervention cohort (N = 59) on their first day of medical school and after completion of the fourth-year geriatrics rotation.…”

Section: Measuring Outcomesmentioning

confidence: 99%

The Impact of Curricular Changes on the Geriatrics Knowledge, Attitudes and Skills of Medical Students

Nagoshi

Tanabe

Sakai

et al. 2008

Gerontology & Geriatrics Education

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We redesigned our medical school's Problem-Based Learning (PBL) curriculum to include a substantial increase in required geriatrics content. Innovations included new PBL health care problems and standardized patients (SPs) throughout the first three years and a new required four-week, fourth-year rotation. We used data from the AAMC Medical School Graduation Questionnaire, the UCLA Geriatrics Knowledge Test and Attitudes Survey and a Geriatrics SP Examination to measure self-efficacy, geriatrics specific knowledge, attitudes and clinical skills before and after these curricular changes. Positive effects on students' self-efficacy, knowledge and skills were demonstrated. Scores on the attitude scale were high before and after implementation. The demonstration of improved educational outcomes will help to validate our curricular changes and guide their future development.

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“…To do this, assessments based upon validated instruments for both attitudes and knowledge are being administered anonymously to students as pre-and post-tests (Reuben et al, 1997(Reuben et al, , 1998Palmore, 1999). The data presented below represent results for the School of Medicine graduating class of 2005, the first cohort to complete the full SSPP curriculum.…”

Section: Assessment Of the Sspp Curriculummentioning

confidence: 99%

Student Senior Partnership Program

Fitzpatrick

Musser²,

Mosqueda³

et al. 2006

Gerontology & Geriatrics Education

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The Student Senior Partner Program (SSPP) forms the core of the required medical student geriatrics curriculum at the University of California-Irvine School of Medicine (UCISOM). The program utilizes a longitudinal modular format that extends over the first three years of medical school. Instruction is presented in didactic, patient interactive, and facilitated small group discussion sessions. Initial educational outcomes have been positive. Ongoing challenges include faculty recruitment and retention, recruiting a group of senior partners that reflects the diversity of the community, and managing generational and ethno-cultural conflicts. The program offers unique opportunities for innovative development in geriatrics education.

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Development and validation of a geriatrics knowledge test for primary care residents

Cited by 35 publications

References 8 publications

The Curriculum for the Hospitalized Aging Medical Patient program: A collaborative faculty development program for hospitalists, general internists, and geriatricians

The Curriculum for the Hospitalized Aging Medical Patient program: A collaborative faculty development program for hospitalists, general internists, and geriatricians

The Impact of Curricular Changes on the Geriatrics Knowledge, Attitudes and Skills of Medical Students

Student Senior Partnership Program

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