Stemming the tide: cognitive aging theories and their implications for continuing education in the health professions.
As demographic drift among health care providers mimics that of the larger population, it becomes increasingly clear that theory pertaining to the impact of aging on cognitive processing should inform the continuing education efforts designed for health care professionals. The purpose of this article is to offer a critical review of the major theories in this area and outline a sample of the implications that can be derived from these views. Research articles examining the relationship between age and physician performance were identified using MEDLINE, PsychLit, and ERIC. In addition, the psychology literature on age-related changes in cognitive processing was reviewed. Evidence from the medical education literature and psychological theory suggest the importance of increased environmental supports, decreased time demands, and peer review programs as barriers against the impact of aging. The implications of these findings include the potential to tailor continuing education (and physician remediation) efforts toward the age-related abilities/deficiencies of individual physicians.
Eva
Kevin W
KW
Department of Clinical Epidemiology and Biostatistics, Program for Educational Research and Development, Room 101, T-13, 1280 Main Street West, McMaster University, Hamilton, ON L8S 4K1.
D000375:Aging / Q000502:physiology* / Q000523:psychology; D002983:Clinical Competence / Q000592:standards*; D003071:Cognition / Q000502:physiology*; D004502:Education, Medical, Continuing / Q000458:organization & administration*; D006801:Humans; D007858:Learning; D008568:Memory