Effect of a mandatory geriatric medicine clerkship on third-year students.
A nationwide push has increased geriatric medicine instruction within medical school curricula. Some institutions have proceeded with an integrated 4-year curriculum while others have constructed discrete courses in the third or fourth year of medical school. This paper describes the impact of a new mandatory 4-week geriatric medicine clerkship on third-year students developed by the Donald W. Reynolds Department of Geriatric Medicine at the University of Oklahoma Health Sciences Center. In the first year of implementation, 135 students took the course on both the Oklahoma City and Tulsa campuses. Clinical sites included inpatient, VA extended care unit, outpatient clinics, dementia clinics, home care, long-term care settings, and hospice. Didactic instruction used formal lectures and problem-based learning. The impact of the clerkship on students was assessed in three areas: knowledge, skills, and attitude using a pre- and postknowledge test, student satisfaction survey, and written comments. This article discusses how the clerkship resulted in increased knowledge of geriatric medicine. Student self-report indicates that the clerkship enhanced clinical evaluation and patient assessment skills. Students indicated that the experience was positive and recognized the importance of geriatric medicine in their development as doctors.
Struck
Bryan D
BD
Donald W. Reynolds Department of Geriatric Medicine, University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma, USA. bryan-struck@ouhsc.edu
Bernard
Marie A
MA
Teasdale
Thomas A
TA
D000368:Aged; D001291:Attitude of Health Personnel; D002982:Clinical Clerkship / Q000331:legislation & jurisprudence*; D002983:Clinical Competence; D003479:Curriculum; D004521:Educational Measurement; D005260:Female; D005853:Geriatrics / Q000193:education* / Q000331:legislation & jurisprudence; D006801:Humans; D008297:Male; D009825:Oklahoma; D010817:Physician-Patient Relations; D018794:Problem-Based Learning