Implementation and evaluation of a model geriatrics curriculum

Smith, Marcia; Marcy, Michelle L.; Mast, Terrill A.; Ham, Richard J.

doi:10.1097/00001888-198405000-00008

Cited by 7 publications

(8 citation statements)

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“…These findings among Israeli students are similar to those reported in a series of studies in the United States (Chandler et al, 1986;Furnham, 1986;Melanson & Downe-Wamboldt, 1985;Murden et al, 1986;Smith et al, 1984;Williams et al, 1986). Moreover, the findings clearly show that the level of knowledge is related to neither attitudes nor work preferences.…”

Section: Discussionsupporting

confidence: 89%

“…Some studies show an increase in knowledge and positive attitudes (Wilson & Hafferty, 1980;Sachs et al, 1984;Dail & Johnson, 1985), whereas others show no such changes (Green, Keith, & Paulson, 1983;Murden, Meier, Bloom, & Tideiksaar, 1986;Smith, Marcy, Mast, & Ham, 1984). The explanation for these diverse findings has been attributed to the different teaching methods and the measures used.…”

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confidence: 99%

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Changes in Knowledge, Attitudes, and Work Preferences Following Courses in Gerontology Among Medical, Nursing, and Social Work Students

Carmel¹,

Cwikel²,

Galinsky³

1992

Educational Gerontology

108

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This study evaluated short-and long-term effects of courses in gerontology and geriatrics on changes in knowledge, attitudes, and work preferences among medical, nursing, and social work students in Israel. The results showed that nursing and social work students increased their knowledge measured by Palmore's Facts on Aging Quiz. No significant changes were found in the level of knowledge of medical students and in the attitudes and work preferences of any of the studied groups. No correlation was found among knowledge, attitudes, and work preferences within each of the three groups, which implies that increased knowledge about the elderly does not necessarily lead to changes in negative attitudes and work preferences. Formal lectures appear to be a more effective way of transmitting knowledge than group discussions and contact with older persons.

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Section: Discussionsupporting

confidence: 89%

mentioning

confidence: 99%

Changes in Knowledge, Attitudes, and Work Preferences Following Courses in Gerontology Among Medical, Nursing, and Social Work Students

Carmel¹,

Cwikel²,

Galinsky³

1992

Educational Gerontology

108

View full text Add to dashboard Cite

show abstract

“…Gain in knowledge did not depend on students' attitudes toward the elderly but was influenced by positive interactions with fellows and faculty. This result confirms earlier work at the same institution, 21 and elsewhere 23 . Students' assessment of the rotation confirmed this gain in knowledge: fully 70% of students felt that the rotation had significantly increased their knowledge of and skills in care of the elderly.…”

Section: Discussionsupporting

confidence: 86%

Geriatric Education Part I: Efficacy of a Mandatory Clinical Rotation for Fourth Year Medical Students

Fields¹,

Jutagir²,

Adelman³

et al. 1992

J American Geriatrics Society

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“…Although no single approach to teaching geriatrics has been shown to be most effective (Adelman & Albert, 1987), several studies measuring outcomes before and after limited educational interventions have documented positive effects on knowledge with variable effects on attitudes. These interventions include a one-week geriatrics experience (Duque, Gold, & Bergman, 2003), a mentoring program (Bernard, McAuley, Belzer, & Neal, 2003) and case-based, problemoriented geriatrics modules (Smith, Marcy, Mast, & Ham, 1984). The value of a required fourth-year block rotation has been documented (Murden, Meier, Bloom, & Tideiksaar, 1986).…”

Section: Introductionmentioning

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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Implementation and evaluation of a model geriatrics curriculum

Cited by 7 publications

References 0 publications

Changes in Knowledge, Attitudes, and Work Preferences Following Courses in Gerontology Among Medical, Nursing, and Social Work Students

Changes in Knowledge, Attitudes, and Work Preferences Following Courses in Gerontology Among Medical, Nursing, and Social Work Students

Geriatric Education Part I: Efficacy of a Mandatory Clinical Rotation for Fourth Year Medical Students

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

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