One Specialty at a Time: Achieving Competency in Geriatrics Through an e-Learning Neurology Clerkship Module

Helms, Ann; Denson, Kathryn; Brown, Diane Storer; Simpson, Deborah

doi:10.1097/acm.0b013e3181b37a38

Cited by 15 publications

(35 citation statements)

References 9 publications

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“…There were 33 case series in which there was no control arm or only historical controls as listed in Table . Thirty‐one of the studies highlighted favourable findings (evaluation) with case‐based teaching, team and gaming adaptations to learning.…”

Section: Resultsmentioning

confidence: 99%

Educational interventions in neurology: a comprehensive systematic review

McColgan

McKeown

Selai

et al. 2013

Euro J of Neurology

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A fear of neurology and neural sciences (neurophobia) may have clinical consequences. There is therefore a need to formulate an evidence-based approach to neurology education. A comprehensive systematic review of educational interventions in neurology was performed. BEI, Cochrane Library, Dialog Datastar, EBSCO Biomedical, EBSCO Psychology & Behavioral Sciences, EMBASE, ERIC, First Search, MDConsult, Medline, Proquest Medical Library and Web of Knowledge databases were searched for all published studies assessing interventions in neurology education among undergraduate students, junior medical doctors and residents up to and including July 2012. Two independent literature searches were performed for relevant studies, which were then classified for level of evidence using the Centre of Evidence-based Medicine criteria and four levels of Kirkpatrick educational outcomes. One systematic review, 16 randomized controlled trials (RCTs), nine non-randomized cohort/follow-up studies, 33 case series or historically controlled studies and three mechanism-based reasoning studies were identified. Educational interventions showed favourable evaluation or assessment outcomes in 15 of 16 (94%) RCTs. Very few studies measured subsequent clinical behaviour (two studies) and patient outcomes (one study). There is very little high quality evidence of demonstrably effective neurology education. However, RCTs are emerging, albeit without meeting comprehensive educational criteria. An improving evidence base in the quality of neurology education will be important to reduce neurophobia.

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Section: Resultsmentioning

confidence: 99%

Educational interventions in neurology: a comprehensive systematic review

McColgan

McKeown

Selai

et al. 2013

Euro J of Neurology

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“…To the knowledge of the authors, this type of 1-week competency-based geriatrics rotation stationed in an inpatient unit with supplemental outpatient, long-term care, and community experiences has not been described. The curriculum is different in its short duration and documentation of task completion from other existing published competencybased curricula [3][4][5][6] and rotations developed before the AAMC competencies were defined. [12][13][14][15][16] The improvement in student likelihood to consider a career in geriatrics is consistent with the effect of another brief, intensive geriatric education program in the United Kingdom.…”

Section: Discussionmentioning

confidence: 99%

“…Despite significant efforts to disseminate the competencies, the authors are aware of few published models describing and evaluating experiences in medical schools to teach these competencies since 2008. One of these models focuses on integration of competencies through e‐learning in a neurology third‐year medical student rotation . Another model is a month‐long multisite fourth‐year geriatrics clerkship using an ambulatory and home care geriatrics program .…”

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confidence: 99%

“…One of these models focuses on integration of competencies through e-learning in a neurology third-year medical student rotation. 3 Another model is a month-long multisite fourth-year geriatrics clerkship using an ambulatory and home care geriatrics program. 4 Two other models used Observed Structured Clinical Examinations to supplement the teaching and assessment of geriatrics skills.…”

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confidence: 99%

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Teaching Medical Student Geriatrics Competencies in 1 Week: An Efficient Model to Teach and Document Selected Competencies Using Clinical and Community Resources

Atkinson

Lambros

Davis

et al. 2013

J American Geriatrics Society

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The Association of American Medical Colleges (AAMC) and the John A. Hartford Foundation published geriatrics competencies for medical students in 2008 defining specific knowledge and skills that medical students should be able to demonstrate before graduation. Medical schools, often with limited geriatrics faculty resources, face challenges in teaching and assessing these competencies. As an initial step to facilitate more-efficient implementation of the competencies, a 1-week geriatrics rotation was developed for the third year using clinical, community, and self-directed learning resources. The Wake Forest University School of Medicine Acute Care for the Elderly Unit serves as home base, and each student selects a half-day outpatient or long-term care experience. Students also perform a home-based falls-risk assessment with a Meals-on-Wheels client. The objectives for the rotation include 20 of the 26 individual AAMC competencies and specific measurable tracking tasks for seven individual competencies. In the evaluation phase, 118 students completed the rotation. Feedback was positive, with an average rating of 7.1 (1 = worst, 10 = best). Students completed a 23-item pre- and post-knowledge test, and average percentage correct improved by 15% (P < .001); this improvement persisted at graduation (2 years after the pretest). On a 12-item survey of attitudes toward older adults, improvement was observed immediately after the rotation that did not persist at graduation. Ninety-seven percent of students documented completion of the competency-based tasks. This article provides details of development, structure, evaluation, and lessons learned that will be useful for other institutions considering a brief, concentrated geriatrics experience in the third year of medical school.

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“…Medical schools and residency programs have struggled to teach these competencies effectively and efficiently, although individual institutions have instituted a variety of curricular innovations . These programs are important local educational advances but rely on specific, existing constellations of resources.…”

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confidence: 99%

A Collaborative National Model to Assess Competencies for Medical Students, Residents, and Other Healthcare Practitioners in Gait and Falls Risk Evaluation

Atkinson

Tan

Brennan

et al. 2014

J American Geriatrics Society

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To ensure that the healthcare workforce is adequately prepared to care for the growing population of older adults, minimum competencies in geriatrics have been published for medical students and primary care residents. Approaches to teaching and assessing these competencies are needed to guide medical schools, residencies, and continuing medical education programs. With sponsorship by the Education Committee and Teachers Section of the American Geriatrics Society (AGS), geriatrics educators from multiple institutions collaborated to develop a model to teach and assess a major domain of student and resident competency: Gait and Falls Risk Evaluation. The model was introduced as a workshop at annual meetings of the AGS and the American College of Physicians in 2011 and 2012. Participants included medical students, residents, geriatrics fellows, practicing physicians, and midlevel practitioners. At both national meetings, participants rated the experience highly and reported statistically significant gains in overall competence in gait and falls risk evaluation. The largest gains were observed for medical students, residents, and practicing physicians (P < .001 for all); geriatrics fellows reported a higher level of baseline competence and therefore had a lower magnitude of improvement, albeit still significant (P = .02). Finally, the majority of participants reported intent to disseminate the model in their institutions. This article describes the design, implementation, and evaluation of this collaborative national model. A number of institutions have used the model, and the goal of this article is to aid in further dissemination of this successful approach to teaching and assessing geriatrics competencies.

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One Specialty at a Time: Achieving Competency in Geriatrics Through an e-Learning Neurology Clerkship Module

Abstract: An e-module addressing geriatrics core competencies presented during a neurology rotation resulted in sustained learning of these vital concepts.

Cited by 15 publications

References 9 publications

Educational interventions in neurology: a comprehensive systematic review

Educational interventions in neurology: a comprehensive systematic review

Teaching Medical Student Geriatrics Competencies in 1 Week: An Efficient Model to Teach and Document Selected Competencies Using Clinical and Community Resources

A Collaborative National Model to Assess Competencies for Medical Students, Residents, and Other Healthcare Practitioners in Gait and Falls Risk Evaluation

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