The Knowledge-Attitude Dissociation in Geriatric Education: Can It be Overcome?

Abstract

Introduction: A knowledge-attitude dissociation often exists in geriatrics where knowledge but not attitudes towards elderly patients improve with education. This study aims to determine whether a holistic education programme incorporating multiple educational strategies such as early exposure, ageing simulation and small group teaching results in improving geriatrics knowledge and attitudes among medical students. Materials and Methods: We administered the 18-item University of California Los Angeles (UCLA) Geriatric Knowledge Test (GKT) and the Singapore-modified 16-item UCLA Geriatric Attitudes Test (GAT) to 2nd year students of the old curriculum in 2009 (baseline reference cohort, n = 254), and before and after the new module to students of the new curriculum in 2010 (intervention cohort, n = 261), both at the same time of the year. Results: At baseline, between the baseline reference and intervention cohort, there was no difference in knowledge (UCLA-GKT Score: 31.6 vs 33.5, P = 0.207) but attitudes of the intervention group were worse than the baseline reference group (UCLA-GAT Score: 3.53 vs 3.43, P = 0.003). The new module improved both the geriatric knowledge (UCLA-GKT Score: 34.0 vs 46.0, P<0.001) and attitudes (UCLA-GAT Score: 3.43 vs 3.50, P <0.001) of the intervention cohort. Conclusion: A geriatric education module incorporating sound educational strategies improved both geriatric knowledge and attitudes among medical students. Key words: Asian medical school, Geriatrics attitudes, Geriatrics knowledge, Undergraduate medical student

Stepping into the shoes of older people: a scoping review of simulating ageing experiences for healthcare professional students

“…Koh et al. [ 22 ] completed their pre-test at the start of their module and a post-test 2 weeks after the end of the module. Likert Scales were used to gain basic quantitative data.…”

“…Secondly, there is a need to build on successful ageing and changes to students’ attitudes towards older people. Several studies commented about supporting post-simulation with discussions and presentations [ 19 , 22 , 24–26 ]. This post-simulation debrief stage is an important learning conversation, with opportunities to micro-teach and consider positive outcomes while in that immersive environment.…”

Knowledge, attitude, and practice toward photoaging in the Chinese population: a cross-sectional study

“…Indeed, it is generally acknowledged that better knowledge will translate into better attitude and practice 29 , 30 . Still, such a dissociation has been reported in medical students toward geriatric education, in whom improved knowledge did not translate into a better attitude 31 . Still, in the present study, this population had poor knowledge, but good attitude and moderate practice.…”