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Moll-Jongerius A, Langeveld K, Tong W, Masud T, Kramer AWM, Achterberg WP. Professional identity formation of medical students in relation to the care of older persons: a review of the literature. GERONTOLOGY & GERIATRICS EDUCATION 2024; 45:424-437. [PMID: 37170948 DOI: 10.1080/02701960.2023.2210559] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
With the growing population of older persons, medical students have to be well prepared for older persons' health care during medical school. Becoming a doctor is an interplay of building competencies and developing a professional identity. Professional identity formation of medical students is a relatively new educational concept in geriatric medical education. This review aims to explore the concept of professional identity formation of undergraduate medical students in relation to the care of older persons. Twenty-three peer-reviewed studies were included and summarized narratively. Patient-centeredness, caring and compassion, collaboration and holistic care are characteristics of the doctor's professional identity in relation to the care of older persons. Participating in the context of older persons' health care contributes to the becoming of a doctor in general. In this context, the building of relationships with older persons, participating in their lives and role models are important influencers of professional identity formation. Furthermore, the perceptions and expectations medical students have of future doctoring influence their feelings about the care of older persons. To prepare medical students for older persons' health care, professional identity formation seems to be a relevant educational concept.
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Affiliation(s)
- Annemarie Moll-Jongerius
- Department of Public Health and Primary Care, Leiden University Medical Center, Leiden, The Netherlands
| | - Kirsten Langeveld
- Department of Public Health and Primary Care, Leiden University Medical Center, Leiden, The Netherlands
| | - Wing Tong
- Department of Public Health and Primary Care, Leiden University Medical Center, Leiden, The Netherlands
| | - Tahir Masud
- Department of Health Care for Older People (HCOP), Queen's Medical Centre, Nottingham University Hospitals NHS Trust, Nottingham, UK
- Department of Geriatric Medicine, Odense University Hospital, Odense, Denmark
| | - Anneke W M Kramer
- Department of Public Health and Primary Care, Leiden University Medical Center, Leiden, The Netherlands
| | - Wilco P Achterberg
- Department of Public Health and Primary Care, Leiden University Medical Center, Leiden, The Netherlands
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Kupis R, Perera I, Targowski T, Gąsowski J, Piotrowicz K. Is geriatric medicine teaching homogeneous? The analysis of geriatric medicine courses at Polish undergraduate medical programmes. Eur Geriatr Med 2024:10.1007/s41999-024-01004-y. [PMID: 38898185 DOI: 10.1007/s41999-024-01004-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2024] [Accepted: 06/05/2024] [Indexed: 06/21/2024]
Abstract
PURPOSE We aimed to analyse the characteristics of geriatric courses offered to undergraduate medical students in higher educational institutions (HEIs) in Poland. METHODS We searched the official websites of the HEIs offering the medical degree programmes and directly contacted the dean's offices and HEIs representatives to retrieve the relevant information. The documents were analysed for course content, teaching methods, duration, and recommended texts. We also checked the obtained curricula for the reference to of the learning objectives related to geriatric medicine, selected from the currently endorsed Polish educational standards (ES) provided by the Ministry of Science and Higher Education. RESULTS Geriatric medicine courses were obligatory at all included HEIs (n = 19), but the courses differed in structure and content. The courses varied in duration from 11 to 60 h and were primarily lecture based. Simulation was utilized at only one HEI and e-learning at two institutions. Out of 315 learning objectives, we acknowledged only 9 as geriatric. They were not always found in all curricula. Two HEIs included self-described learning objectives in their curricula. Across all HEIs, a total of 29 recommended texts (published between 1995 and 2021) were identified, including 2 English-language texts. CONCLUSION Geriatric medicine was a mandatory subject for medical students of the included HEIs. However, there was a lack of uniformity in the offered courses. This leaves room for the development of a unified undergraduate geriatrics curriculum to effectively address diverse geriatric issues across Europe. The importance of this matter is highlighted by demographic trends and workforce challenges.
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Affiliation(s)
- Robert Kupis
- Department of Medical Education, Centre of Innovative Medical Education, Jagiellonian University Medical College, Kraków, Poland
| | - Ian Perera
- Department of Medical Education, Centre of Innovative Medical Education, Jagiellonian University Medical College, Kraków, Poland
- Department of Internal Medicine and Gerontology, Faculty of Medicine, Jagiellonian University Medical College, Kraków, Poland
| | - Tomasz Targowski
- Department of Geriatrics, National Institute of Geriatrics, Rheumatology and Rehabilitation, Warsaw, Poland
| | - Jerzy Gąsowski
- Department of Internal Medicine and Gerontology, Faculty of Medicine, Jagiellonian University Medical College, Kraków, Poland
| | - Karolina Piotrowicz
- Department of Internal Medicine and Gerontology, Faculty of Medicine, Jagiellonian University Medical College, Kraków, Poland.
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Teodorczuk A, Abdool PS, Yap CX, Fisher JM. New horizons in undergraduate geriatric medicine education. Age Ageing 2024; 53:afae050. [PMID: 38688484 DOI: 10.1093/ageing/afae050] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2024] [Indexed: 05/02/2024] Open
Abstract
Current projections show that between 2000 and 2050, increasing proportions of older individuals will be cared for by a smaller number of healthcare workers, which will exacerbate the existing challenges faced by those who support this patient demographic. This review of a collection of Age and Ageing papers on the topic in the past 10 years explores (1) what best practice geriatrics education is and (2) how careers in geriatrics could be made more appealing to improve recruitment and retention. Based on these deeper understandings, we consider, as clinician educators, how to close the gap both pragmatically and theoretically. We point out paradigm shifting solutions that include innovations at the Undergraduate level, use of simulation, incorporation of learner and patient perspectives, upskilling professionals outside of Geriatrics and integration of practice across disciplines through Interprofessional Learning. We also identify an education research methodological gap. Specifically, there is an abundance of simple descriptive or justification studies but few clarification education studies; the latter are essential to develop fresh insights into how Undergraduate students can learn more effectively to meet the needs of the global ageing challenge. A case of improving understanding in delirium education is presented as an illustrative example of a new approach to exploring at greater depth education and outlines suggested directions for the future.
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Affiliation(s)
- Andrew Teodorczuk
- Northside Clinical Unit, The Medical School, The University of Queensland, Brisbane, Qld, Australia
- The Prince Charles Hospital, Metro North Mental Health, Brisbane, Qld, Australia
- School of Medicine and Dentistry, Griffith University, Southport, Qld, Australia
- School of Nursing, QUT, Brisbane, Qld, Australia
| | - Petal S Abdool
- Geriatric Mental Health Service, Centre for Addiction and Mental Health, Toronto, Canada
- Department of Psychiatry, University of Toronto, Toronto, Canada
| | - Chloe X Yap
- The Prince Charles Hospital, Metro North Mental Health, Brisbane, Qld, Australia
- Mater Research Institute, The University of Queensland, Brisbane, Qld, Australia
| | - James M Fisher
- Department of Geriatric Medicine, Northumbria Healthcare NHS Foundation Trust, North Tyneside, UK
- School of Medicine, Newcastle University, Newcastle upon Tyne, UK
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Sumathy MK, Zayapragassarazan Z, Pai DR, Wyawahare M. Core Procedural Skills to be Taught for III-Year Undergraduate Medical Students: A Modified Delphi Study. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2024; 12:88-94. [PMID: 38660436 PMCID: PMC11036319 DOI: 10.30476/jamp.2023.100111.1873] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/08/2023] [Accepted: 12/06/2023] [Indexed: 04/26/2024]
Abstract
Introduction While medical students are expected to learn procedural skills during their training, there is no consensus on their level of learning. Further, the most essential procedural skills across medical curricula which need to be taught during their III-year clinical posting are often not considered. The purpose of this study was to identify the core procedural skills needed to be taught during the III-year undergraduate medical students clinical posting. Methods A three-round, online Modified Delphi method was used to identify consensus on selecting the most essential procedural skills prescribed in National Medical Commission (NMC) curriculum 2019. In Round 1, a list of 54 procedural skills from the National Medical Commission's (NMC) Graduate Medical Education Regulations (GMER) 2019 curriculum was distributed to 22 experts in pre-clinical medical education and multidisciplinary clinicians.They rated the skills in terms of importance. In Round 2, the skills that received consensus in Round 1 were presented, resulting in 13 skills for evaluation. Round 3 further narrowed down the skills to a final consensus of 6. An interclass correlation coefficient of 0.767 among experts indicates a substantial level of reliability. Results Consensus was achieved for six procedural skills, each demonstrating over 80% agreement among the experts. These skills include basic life support, intravenous cannulation, urinary catheterization for both male and female patients, nasogastric tube insertion, oxygen administration, and basic suturing. Notably, all these skills received the highest level of agreement, surpassing 90% consensus. Conclusions The results of the modified Delphi study offer crucial insights into the procedural skills that should be included in the curriculum for third-year undergraduate medical students during their clinical rotations in a tertiary care teaching hospital. Faculty members at these institutions differ in their opinions regarding the importance of teaching specific procedural skills, influenced by their teaching background and the student cohorts they instruct. From a comprehensive list, six skills have been pinpointed as the most vital through the modified Delphi technique. Moreover, the Delphi technique is acknowledged as a valuable method for achieving a consensus on prioritizing the training of certifiable skills.
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Affiliation(s)
- Masanam Kasi Sumathy
- Department of Medical Education, Jawaharlal Institute of Medical Education and Research (JIPMER), Puducherry, India
| | | | - Dinker Ramananda Pai
- Surgery and Director of Medical Simulation Centre, Mahatma Gandhi Medical College and Research Centre, Puducherry, India
| | - Mukta Wyawahare
- Department of Medicine, Jawaharlal Institute of Medical Education and Research (JIPMER), Puducherry, India
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Yogaparan T, Burrell A, Talbot-Hamon C, Sadowski CA, Grief C, MacDonald E, Thain J, Ng KA, Khoury L, Moran M, Feldman S, Lustgarten S, Bach TV. The Aging Care 5Ms Competencies: A Modified Delphi Study to Revise Medical Student Competencies for the Care of Older Adults. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2024; 99:198-207. [PMID: 37856849 DOI: 10.1097/acm.0000000000005475] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2023]
Abstract
PURPOSE To revise the 2009 Canadian Geriatrics Society (CGS) Core Competencies in the Care of Older Persons for Canadian Medical Students by applying current frameworks and using a modified Delphi process. METHOD The working group chose the Geriatric 5Ms model and CanMEDS framework to develop and structure the competencies. National (i.e., Canadian) Delphi participants were recruited, and 3 Delphi survey rounds were conducted from 2019 to 2021. Each survey round collected quantitative data using a 7-point Likert scale (LS) and qualitative data using free-text comments. The purpose of the first round was to establish the importance of the components of the proposed competencies (categorized into 13 subsections) and identify additional themes. The second round assessed agreement with 31 proposed competencies organized into 7 themes: aging, caring for older adults, mind, mobility, medications, multicomplexity, and matters the most. The third survey-rated agreement levels after further revisions to the competencies were applied. The final 33 competencies were shared with survey participants for feedback and other stakeholders for external validation. RESULTS Mean LSs for the importance of the 13 competency component subsections on the first survey varied from 5.11 to 6.54, with an agreement level of 73%-93%. New themes emerged from the qualitative comments. Mean LSs for the 31 competencies on the second survey ranged from 5.57 to 6.81, with an agreement level of 80%-97%. Mean LSs for the revised competencies on the third survey ranged from 5.83 to 6.65, with an agreement level of 83%-95%. CONCLUSIONS The authors developed the 33 Aging Care 5Ms Competencies for Canadian medical students using a consensus process. The competencies fulfill an important need in medical education, and ultimately, society. The authors strongly believe that the competencies can be woven into existing undergraduate medical curricula through purposeful integration and collaboration, including with other specialties.
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Sieber C, Petrovic M, Masud T, Benetos A, Martin FC, Maggi S, Strandberg TE. A European perspective on the challenges of healthcare for older adults. Eur Geriatr Med 2024; 15:1-2. [PMID: 38194051 DOI: 10.1007/s41999-023-00913-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2024]
Affiliation(s)
- Cornel Sieber
- Kantonsspital Winterthur, Klinischer Bereich A, Brauerstrasse 15, Postfach 834, 8401, Winterthur, Switzerland
| | - Mirko Petrovic
- Section of Geriatrics, Department of Internal Medicine and Pediatrics, Ghent University, Ghent, Belgium
| | - Tahir Masud
- Nottingham University Hospitals NHS Trust, City Hospital Campus, Hucknall Road, Nottingham, UK
| | - Athanase Benetos
- Department of Geriatrics, University Hospital of Nancy, Université de Lorraine, Nancy, France
| | | | | | - Timo E Strandberg
- University of Helsinki and Helsinki University Hospital HUS, 00290, Helsinki, Finland.
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van Poelgeest E, Seppala L, Bahat G, Ilhan B, Mair A, van Marum R, Onder G, Ryg J, Fernandes MA, Cherubini A, Denkinger M, Eidam A, Egberts A, Gudmundsson A, Koçak FÖK, Soulis G, Tournoy J, Masud T, Wehling M, van der Velde N. Optimizing pharmacotherapy and deprescribing strategies in older adults living with multimorbidity and polypharmacy: EuGMS SIG on pharmacology position paper. Eur Geriatr Med 2023; 14:1195-1209. [PMID: 37812379 PMCID: PMC10754739 DOI: 10.1007/s41999-023-00872-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2023] [Accepted: 09/19/2023] [Indexed: 10/10/2023]
Abstract
Inappropriate polypharmacy is highly prevalent among older adults and presents a significant healthcare concern. Conducting medication reviews and implementing deprescribing strategies in multimorbid older adults with polypharmacy are an inherently complex and challenging task. Recognizing this, the Special Interest Group on Pharmacology of the European Geriatric Medicine Society has compiled evidence on medication review and deprescribing in older adults and has formulated recommendations to enhance appropriate prescribing practices. The current evidence supports the need for a comprehensive and widespread transformation in education, guidelines, research, advocacy, and policy to improve the management of polypharmacy in older individuals. Furthermore, incorporating deprescribing as a routine aspect of care for the ageing population is crucial. We emphasize the importance of involving geriatricians and experts in geriatric pharmacology in driving, and actively participating in this transformative process. By doing so, we can work towards achieving optimal medication use and enhancing the well-being of older adults in the generations to come.
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Affiliation(s)
- Eveline van Poelgeest
- Section of Geriatric Medicine, Department of Internal Medicine, Amsterdam UMC, University of Amsterdam, Amsterdam, The Netherlands.
- Aging and Later Life, Amsterdam Public Health Research Institute, Amsterdam, The Netherlands.
| | - Lotta Seppala
- Section of Geriatric Medicine, Department of Internal Medicine, Amsterdam UMC, University of Amsterdam, Amsterdam, The Netherlands
- Aging and Later Life, Amsterdam Public Health Research Institute, Amsterdam, The Netherlands
| | - Gülistan Bahat
- Division of Geriatrics, Department of Internal Medicine, Istanbul Medical School, Istanbul University, Capa, Istanbul, Turkey
| | - Birkan Ilhan
- Division of Geriatrics, Department of Internal Medicine, Liv Hospital Vadistanbul, Istanbul, Turkey
| | - Alpana Mair
- Effective Prescribing and Therapeutics, Health and Social Care Directorate, Scottish Government, Edinburgh, Scotland, UK
- Edinburgh Napier University, Edinburgh, UK
| | - Rob van Marum
- Aging and Later Life, Amsterdam Public Health Research Institute, Amsterdam, The Netherlands
- Department of Elderly Care Medicine, Amsterdam University Medical Centers, Location Vrije Universiteit Amsterdam, De Boelelaan 1117, Amsterdam, The Netherlands
| | - Graziano Onder
- Fondazione Policlinico Gemelli IRCCS, Rome, Italy
- Università Cattolica del Sacro Cuore, Rome, Italy
| | - Jesper Ryg
- Department of Geriatric Medicine, Odense University Hospital, Odense, Denmark
- Geriatric Research Unit, Department of Clinical Research, University of Southern Denmark, Odense, Denmark
| | - Marília Andreia Fernandes
- Department of Internal Medicine, Hospital Curry Cabral, Centro Hospitalar Universitário de Lisboa Central, Lisbon, Portugal
| | - Antonio Cherubini
- Geriatria Accettazione geriatrica e Centro di Ricerca per l'invecchiamento IRCCS INRCA, Ancona, Italy
| | - Michael Denkinger
- Agaplesion Bethesda Clinic Ulm, Institute for Geriatric Research, Ulm University, Geriatric Center Ulm, Ulm, Germany
| | - Annette Eidam
- Center for Geriatric Medicine, Heidelberg University Hospital, AGAPLESION Bethanien Hospital Heidelberg, Heidelberg, Germany
| | - Angelique Egberts
- Department of Hospital Pharmacy, Franciscus Gasthuis & Vlietland, Rotterdam, Schiedam, The Netherlands
| | - Aðalsteinn Gudmundsson
- Faculty of Medicine, Landspitali University Hospital, University of Iceland, Reykjavik, Iceland
| | - Fatma Özge Kayhan Koçak
- Division of Geriatrics, Department of Internal Medicine, Faculty of Medicine, Ege University, Izmir, Turkey
| | - George Soulis
- Outpatient Geriatric Assessment Unit, Henry Dunant Hospital Center, Athens, Greece
- Hellenic Open University, Patras, Greece
| | - Jos Tournoy
- Department of Geriatric Medicine, KU Leuven University Hospitals Leuven Gasthuisberg Campus, Leuven, Belgium
- Department of Public Health and Primary Care, KU Leuven Biomedical Sciences Group, Leuven, Belgium
| | - Tahir Masud
- Nottingham University Hospitals NHS Trust, Nottingham, UK
| | - Martin Wehling
- Clinical Pharmacology Mannheim, Medical Faculty Mannheim, Heidelberg University, Mannheim, Germany
| | - Nathalie van der Velde
- Section of Geriatric Medicine, Department of Internal Medicine, Amsterdam UMC, University of Amsterdam, Amsterdam, The Netherlands
- Aging and Later Life, Amsterdam Public Health Research Institute, Amsterdam, The Netherlands
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Affiliation(s)
- Jean-Pierre Michel
- Medical University of Geneva, Geneva, Switzerland
- French Academy of Medicine, Paris, France
| | - Fiona Ecarnot
- Department of Cardiology, University Hospital Besancon, Boulevard Fleming, 25000, Besancon, France.
- EA3920, University of Franche-Comté, Besancon, France.
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Moll-Jongerius A, Langeveld K, Helmich E, Masud T, Kramer AWM, Achterberg WP. Becoming a physician for older patients: exploring the professional identity formation of medical students during a nursing home clerkship. A qualitative study. BMC MEDICAL EDUCATION 2023; 23:845. [PMID: 37936183 PMCID: PMC10631180 DOI: 10.1186/s12909-023-04835-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Accepted: 11/01/2023] [Indexed: 11/09/2023]
Abstract
BACKGROUND To prepare medical students for the growing population of older patients, an appropriate professional identity formation is desirable. The community of practice of medical school is primarily hospital-based and disease-oriented which will lead to the development of a physician who is mainly focused on cure. This focus alone however is not always appropriate for older persons' health care. The aim of this study is to explore the influence of participating in a nursing home community of practice on the professional identity formation of medical students. METHODS A qualitative study based on a constructivist research paradigm was conducted, using individual semi-structured, in-depth interviews and a visual narrative method (drawing) as a prompt. Thematic analysis was applied to structure and interpret the data. The study population consisted of fifth-year medical students participating in a six-week nursing home clerkship. Thirteen participants were purposefully sampled. The clerkship took place in nursing homes in the South-West of the Netherlands. RESULTS The medical students described the nursing home as the living environment of the patients. Actively participating in the patients' care and experiencing the daily life of the patients was meaningful for the physician the students want to become in five ways: (1) a physician with a complete picture; (2) a physician who is close; (3) a physician who is in dialogue; (4) a physician who is able to let go and (5) a physican who collaborates. CONCLUSIONS Caring for older patients in the nursing home influences the professional identity formation of medical students. Patient-centeredness, personal, holistic and tailored care, approachability and collaboration are important characteristics in becoming a physician for older persons' health care. The context of this care provides relevant learning experiences for this development and the becoming of a physician in general.
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Affiliation(s)
- Annemarie Moll-Jongerius
- Department of Public Health and Primary Care, Leiden University Medical Center, Hippocratespad 21, Leiden, 2333 ZD, The Netherlands.
| | - Kirsten Langeveld
- Department of Public Health and Primary Care, Leiden University Medical Center, Hippocratespad 21, Leiden, 2333 ZD, The Netherlands
| | - Esther Helmich
- Amsta Health Care Organization, Amsterdam, The Netherlands
| | - Tahir Masud
- Department of Health Care for Older People (HCOP), Queen's Medical Centre, Nottingham University Hospitals NHS Trust, Nottingham, UK
- Department of Geriatric Medicine, Odense University Hospital, Odense, Denmark
| | - Anneke W M Kramer
- Department of Public Health and Primary Care, Leiden University Medical Center, Hippocratespad 21, Leiden, 2333 ZD, The Netherlands
| | - Wilco P Achterberg
- Department of Public Health and Primary Care, Leiden University Medical Center, Hippocratespad 21, Leiden, 2333 ZD, The Netherlands
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Pearson GME, Winter R, Blundell A, Masud T, Gough J, Gordon AL, Henderson EJ, Christopher G, Hart D, Sanders J, Jennings J, Watson A, Miller-Molloy F, Miles E, Mohammed B, Wilkinson I, Al-Jawad M, Vassallo M, Henderson EJ. Updating the British Geriatrics Society recommended undergraduate curriculum in geriatric medicine: a curriculum mapping and nominal group technique study. Age Ageing 2023; 52:7028004. [PMID: 36746388 PMCID: PMC9902152 DOI: 10.1093/ageing/afac325] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Indexed: 02/08/2023] Open
Abstract
BACKGROUND medical education must adapt to meet the challenges and demands of an ageing population, ensuring that graduates are equipped to look after older patients with complex health and social care needs. Recommended curricula in geriatric medicine in the United Kingdom and Europe offer guidance for optimal undergraduate education in ageing. The UK version, written by the British Geriatrics Society (BGS), requires updating to take account of innovations in the specialty, changing guidance from the General Medical Council (GMC), and the need to support medical schools preparing for the introduction of the national Medical Licensing Assessment (MLA). METHODS the BGS recommended curriculum was mapped to the most recent European curriculum (2014) and the MLA content map, to compare and contrast between current recommendations and nationally mandated guidance. These maps were used to guide discussion through a virtual Nominal Group Technique (NGT), including 21 expert stakeholders, to agree consensus on the updated BGS curriculum. RESULTS the curriculum has been re-structured into seven sections, each with 1-2 overarching learning outcomes (LOs) that are expanded in multiple sub-LOs. Crucially, the curriculum now reflects the updated GMC/MLA requirements, having incorporated items flagged as missing in the mapping stages. CONCLUSION the combined mapping exercise and NGT have enabled appropriate alignment and benchmarking of the UK national curriculum. These recommendations will help to standardise and enhance teaching and learning around the care of older persons with complexity.
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Affiliation(s)
| | - Rebecca Winter
- Department of Medical Education, Brighton and Sussex Medical School, Brighton, UK
| | - Adrian Blundell
- Department of Health Care of Older People, Nottingham University Hospitals NHS Trust, Nottingham, UK,School of Medicine, University of Nottingham, Nottingham, UK
| | - Tahir Masud
- Department of Health Care of Older People, Nottingham University Hospitals NHS Trust, Nottingham, UK
| | - Joanna Gough
- British Geriatrics Society, Marjory Warren House, London, UK
| | - Adam L Gordon
- School of Medicine, University of Nottingham, Nottingham, UK,British Geriatrics Society, Marjory Warren House, London, UK,NIHR Applied Research Collaboration East Midlands (ARC-EM), Nottingham, UK
| | | | - Emily J Henderson
- Ageing and Movement Research Group, Bristol Medical School, University of Bristol, Bristol, UK,Older People’s Unit, Royal United Hospitals NHS Foundation Trust, Bath, UK,British Geriatrics Society, Marjory Warren House, London, UK
| | | | | | | | | | | | | | | | | | | | | | | | - Emily J Henderson
- Ageing and Movement Research Group, Bristol Medical School, University of Bristol , Bristol , UK
- Older People’s Unit, Royal United Hospitals NHS Foundation Trust , Bath , UK
- British Geriatrics Society, Marjory Warren House , London , UK
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A comparative analysis of the Irish post-graduate geriatric medicine training scheme with the European post-graduate curriculum in geriatric medicine. Eur Geriatr Med 2023; 14:397-400. [PMID: 36637619 PMCID: PMC9838381 DOI: 10.1007/s41999-023-00745-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2022] [Accepted: 01/04/2023] [Indexed: 01/14/2023]
Abstract
PURPOSE Minimum training recommendations to become a specialist geriatrician in the EU have been published and in this study we compared these recommendations with content from the post-graduate training scheme in Geriatric Medicine in Ireland. METHODS We examined the content of didactic study-day lectures delivered during Geriatric medicine training in Ireland. We compared how both the formal Irish curriculum and the content of the study days match up with the 36 items that are identified as core knowledge content areas. RESULTS The Irish geriatric medicine curriculum outlined that 30 of the 36 knowledge areas from the European curriculum should be covered. Formal teaching was delivered on 33 of the 36 knowledge components that are outlined in the European curriculum. 24 of 36 topics were covered at least twice. CONCLUSION There was a high concordance between the content of the Irish and European post-graduate curriculum in Geriatric medicine.
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12
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Stuck AE, Masud T. Health care for older adults in Europe: how has it evolved and what are the challenges? Age Ageing 2022; 51:6931745. [PMID: 36529998 PMCID: PMC9760902 DOI: 10.1093/ageing/afac287] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2022] [Indexed: 12/23/2022] Open
Abstract
Geriatric medicine has evolved to an accepted specialty in 23 European countries. Despite much heterogeneity of postgraduate geriatric curricula, European societies have succeeded in defining a common core curriculum with a list of minimum training requirements for obtaining the specialty title of geriatric medicine. Geriatricians play a leading role in finding solutions for the challenges of health care of multimorbid older patients. One of these challenges is the demographic shift with the number of adults aged 80 years and older in Europe expected to double by 2050. Although geriatric units will play a role in the care of frail older patients, new care models are needed to integrate the comprehensive geriatric assessment approach for the care of the vast majority of older patients admitted to non-geriatric hospital units. Over the last few years, co-management approaches have been developed to address this gap. Innovative models are also in progress for ambulatory care, prevention and health promotion programs, and long-term care. Efforts to implement geriatric learning objectives in undergraduate training, and the generation of practice guidelines for geriatric syndromes may help to improve the quality of care for older patients.
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Affiliation(s)
- Andreas E Stuck
- Address correspondence to: Andreas E. Stuck, Geriatrics University Department, Inselspital, Freiburgstr. 46, CH 3010 Bern, Switzerland. Tel: +41 31 632 78 30; Fax: +41 31 632 69 42. E-mail:
| | - Tahir Masud
- Healthcare of Older People, Queens Medical Centre, Nottingham University Hospitals NHS Trust, Nottingham, UK,Medical Research Council and Versus Arthritis Centre for Musculoskeletal Ageing Research, University of Birmingham and University of Nottingham, Nottingham, UK,National Institute for Health and Care Research Nottingham Biomedical Research Centre for Musculoskeletal Disease theme, Nottingham, UK
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13
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Stiller G, Stegemann R, Afshar K, Marschollek M, Behrends M. [Educational film on the geriatric basic assessment in primary care-Methods of cinematic authenticity]. Z Gerontol Geriatr 2022; 55:696-702. [PMID: 34779892 PMCID: PMC9726770 DOI: 10.1007/s00391-021-01993-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2021] [Accepted: 10/18/2021] [Indexed: 12/16/2022]
Abstract
BACKGROUND The relevance of care of older persons in general practice requires the conveyance of procedural and conditional knowledge of the geriatric basic assessment (GBA) even during medical studies. There is a need for action with respect to student knowledge on specific problems of older patients. This paper describes how the primary care situation can be made tangible for students based on a film project at the Hannover Medical School (MHH). METHOD During film production, strategies for creating authenticity were applied using cinematic means. The film is used in the teaching module of family medicine at MHH. Student evaluation investigated whether the educational film provided an emotional experience and whether the presentation mode of the GBA was perceived as authentic. RESULTS The majority of students were emotionally touched by the film. The educational film was successful in conveying the complexity of care of older people and in presenting the special role of family physicians in geriatric care. DISCUSSION The students recognized the necessity of the GBA and found the representation predominantly realistic; however, individual cinematic reception and previous experiences also influence the perception of the cinematic form with respect to the representation of reality. This method might improve the conveyance of authenticity in educational videos in medicine.
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Affiliation(s)
- G Stiller
- Peter L. Reichertz Institut für Medizinische Informatik, TU Braunschweig und Medizinische Hochschule Hannover, Carl-Neuberg-Str. 1, 30625, Hannover, Deutschland.
| | - R Stegemann
- Institut für Allgemeinmedizin und Palliativmedizin, Medizinische Hochschule Hannover, Hannover, Deutschland
| | - K Afshar
- Institut für Allgemeinmedizin und Palliativmedizin, Medizinische Hochschule Hannover, Hannover, Deutschland
| | - M Marschollek
- Peter L. Reichertz Institut für Medizinische Informatik, TU Braunschweig und Medizinische Hochschule Hannover, Carl-Neuberg-Str. 1, 30625, Hannover, Deutschland
| | - M Behrends
- Peter L. Reichertz Institut für Medizinische Informatik, TU Braunschweig und Medizinische Hochschule Hannover, Carl-Neuberg-Str. 1, 30625, Hannover, Deutschland
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Prasad H, Foong CC, Hong WH. Development of a list of core clinical topics suitable for a shared primary care curriculum for medical undergraduates in Malaysia: A Delphi study. EDUCATION FOR PRIMARY CARE 2022; 33:258-264. [PMID: 35769041 DOI: 10.1080/14739879.2022.2077144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
In the last few decades, primary care medicine (PCM) is increasingly recognised as a cornerstone of an efficient and effective healthcare system. However, the PCM discipline is now facing challenges such as a shortage of doctors. One of the possible reasons could be the lack of comprehensive PCM curricular components in the undergraduate medical programmes. This study aimed to develop a list of core clinical topics suitable to be used as a shared PCM curriculum for undergraduate education in Malaysia. A Delphi survey that consisted of three iterative rounds with feedback was used in this research. The participants included PCM experts involved in the undergraduate level of PCM teaching. These experts were selected based on the criteria developed by two senior academicians in PCM medical education. The final developed list contained 34 core clinical topics that should be incorporated into the undergraduate PCM curriculum. The findings will be useful in establishing the policies and guidelines of PCM education for undergraduates in various medical schools. This study may also promote the field of PCM and encourage more doctors to take up the speciality. Lastly, it provides essential information to address the knowledge gap in PCM education among undergraduate medical students in Malaysia.
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Affiliation(s)
- Haymond Prasad
- Department of Medical Education, UCSI University, Port Dickson, Malaysia
| | - Chan-Choong Foong
- Medical Education and Research Development Unit (MERDU), Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia
| | - Wei-Han Hong
- Medical Education and Research Development Unit (MERDU), Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia
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von Streng Paats T, Masud T, Huwendiek S, Blundell A, Vassallo M, Stuck AE. Geriatric medicine learning objectives and entrustable professional activities in undergraduate medical curricula: a scoping review. Age Ageing 2022; 51:6583201. [PMID: 35536879 PMCID: PMC9089827 DOI: 10.1093/ageing/afac100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2021] [Indexed: 11/29/2022] Open
Abstract
Background entrustable professional activities (EPAs) have become an important component of competency-based medical education. The aim of this study is to evaluate how geriatric medicine learning objectives are addressed by undergraduate medical curricula including EPAs. Methods we performed a scoping review following Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines to identify undergraduate medical curricula that include EPAs. A content analysis was conducted to examine how these curricula address the care of older individuals. In addition, we mapped the curricula to 19 geriatric medicine learning objectives identified from the European curriculum of undergraduate medical education. Results we found nine curricula, each containing between 4 and 16 core EPAs. In the sections describing the EPAs, three of the nine curricula specify that all core EPAs apply to all age groups including older patients, whereas the remaining six curricula either only refer to older patients in selected EPAs or not at all. Mapping revealed that some geriatric medicine learning objectives are covered by most curricula (e.g. medication use, multidisciplinary team work), whereas others are lacking in the majority (e.g. normal ageing, geriatric assessment, cognitive assessment, nutrition assessment, decision-making capacity assessment, long-term care). Three curricula cover most geriatric learning objectives by using a matrix aligning EPAs with geriatric competencies. Conclusions geriatric learning objectives continue to be missing from undergraduate medical curricula, also from those adopting the novel approach of EPAs. However, this review also identified some curricula that might serve as models for how geriatric learning objectives can be successfully covered within future EPA frameworks.
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Affiliation(s)
- Tasslem von Streng Paats
- Department of Geriatrics, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Tahir Masud
- Healthcare of Older People, Queens Medical Centre, Nottingham University Hospitals NHS Trust, Nottingham, UK
- Medical Research Council and Versus Arthritis Centre for Musculoskeletal Ageing Research, University of Birmingham and University of Nottingham, Nottingham, UK
- National Institute for Health Research Nottingham Biomedical Research Centre: Musculoskeletal Disease theme, Nottingham, UK
| | - Sören Huwendiek
- Department for Assessment and Evaluation, Institute for Medical Education, University of Bern, Bern, Switzerland
| | - Adrian Blundell
- Healthcare of Older People, Queens Medical Centre, Nottingham University Hospitals NHS Trust, Nottingham, UK
| | - Michael Vassallo
- University Hospitals Dorset, Bournemouth, UK
- Clinical Research Unit (BUCRU) Faculty of Health and Social Sciences, Bournemouth, Dorset, UK
| | - Andreas E Stuck
- Department of Geriatrics, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
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Wong EKC, Watt J, Zou H, Chandraraj A, Zhang AW, Norman R, Piggott KL, Straus SE, Liu B. Mortality in hospitalized older adults with COVID‐19 during three waves: A multicenter retrospective cohort study. Health Sci Rep 2022; 5:e603. [PMID: 35509386 PMCID: PMC9059224 DOI: 10.1002/hsr2.603] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/24/2021] [Revised: 01/31/2022] [Accepted: 03/21/2022] [Indexed: 11/16/2022] Open
Abstract
Background The waves of COVID‐19 infections in Ontario, Canada, were marked by differences in patient characteristics and treatment. Our objectives were to (i) describe patient characteristics, treatment, and outcomes of hospitalized older adults with COVID‐19 between waves 1, 2, and 3, (ii) determine if there was an improvement in in‐hospital mortality in waves 2 and 3 after adjusting for covariates. Methods This retrospective cohort study was done in five acute care hospitals in Toronto, Ontario. Consecutive hospitalized older adults aged ≥65 years with confirmed COVID‐19 infection were included. Wave 1 extended from March 11 to July 31, 2020, wave 2 from August 1, 2020 to February 20, 2021, and wave 3 from February 21 to June 30, 2021. Patient characteristics and outcomes were abstracted from charts. A logistic regression model was used to determine the association between COVID‐19 and in‐hospital mortality in waves 2 and 3 compared with wave 1. Results Of the 1671 patients admitted to acute care, 297 (17.8%) were admitted in wave 1, 751 (44.9%) in wave 2, and 623 (37.3%) in wave 3. The median age of our cohort was 77.0 years (interquartile range: 71.0–85.0) and 775 (46.4%) were female. The prevalence of frailty declined in progressive waves. The use of dexamethasone, remdesivir, and tocilizumab was significantly higher in waves 2 and 3 compared with wave 1. In the unadjusted analysis, in‐hospital mortality was unchanged between waves 1 and 2, but it was lower in wave 3 (18.3% vs. 27.4% in wave 1). After adjustment, in‐hospital mortality was unchanged in waves 2 and 3 compared with wave 1. Conclusion In‐hospital mortality in hospitalized older adults with COVID‐19 was similar between waves 1 and 3. Further research should be done to determine if COVID‐19 therapies have similar benefits for older adults compared with younger adults.
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Affiliation(s)
- Eric Kai Chung Wong
- Li Ka Shing Knowledge Institute, St. Michael's Hospital Unity Health Toronto Toronto Canada
- Division of Geriatric Medicine, Department of Medicine, St. Michael's Hospital Unity Health Toronto Toronto Canada
- Division of Geriatric Medicine, Department of Medicine University of Toronto Toronto Canada
| | - Jennifer Watt
- Li Ka Shing Knowledge Institute, St. Michael's Hospital Unity Health Toronto Toronto Canada
- Division of Geriatric Medicine, Department of Medicine, St. Michael's Hospital Unity Health Toronto Toronto Canada
- Division of Geriatric Medicine, Department of Medicine University of Toronto Toronto Canada
| | - Hanyan Zou
- Division of Geriatric Medicine, Department of Medicine Sinai Health and University Health Network Toronto Canada
| | - Arthana Chandraraj
- Li Ka Shing Knowledge Institute, St. Michael's Hospital Unity Health Toronto Toronto Canada
| | - Alissa W. Zhang
- Division of Geriatric Medicine, Department of Medicine Sunnybrook Health Sciences Centre Toronto Canada
| | - Richard Norman
- Division of Geriatric Medicine, Department of Medicine University of Toronto Toronto Canada
- Division of Geriatric Medicine, Department of Medicine Sinai Health and University Health Network Toronto Canada
| | - Katrina Lynn Piggott
- Division of Geriatric Medicine, Department of Medicine University of Toronto Toronto Canada
- Division of Geriatric Medicine, Department of Medicine Sunnybrook Health Sciences Centre Toronto Canada
| | - Sharon E. Straus
- Li Ka Shing Knowledge Institute, St. Michael's Hospital Unity Health Toronto Toronto Canada
- Division of Geriatric Medicine, Department of Medicine, St. Michael's Hospital Unity Health Toronto Toronto Canada
- Division of Geriatric Medicine, Department of Medicine University of Toronto Toronto Canada
| | - Barbara Liu
- Division of Geriatric Medicine, Department of Medicine University of Toronto Toronto Canada
- Division of Geriatric Medicine, Department of Medicine Sunnybrook Health Sciences Centre Toronto Canada
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Romero-Ortuno R, Stuck AE, Masud T. The giants of education in geriatric medicine and gerontology. Age Ageing 2022; 51:6532277. [PMID: 35187575 DOI: 10.1093/ageing/afac004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2021] [Indexed: 11/14/2022] Open
Abstract
In 2014, the European undergraduate curriculum in Geriatric Medicine was published to cover the minimum requirements that a medical student should achieve by the end of medical school. In 2019, the European postgraduate curriculum in Geriatric Medicine outlined the minimum recommended training requirements to become a geriatrician at specialist level in the EU. The postgraduate dimension of Geriatric Medicine education is a highly relevant topic for all, since most physicians-independently of their specialty-are inevitably involved in the care of older patients, but for most physicians, geriatrics is not part of their postgraduate generalist or specialty training. A key area for postgraduate education remains the provision of Geriatric Medicine competencies to all specialties outside geriatrics. There is also need for wider educational initiatives to improve the gerontological education of patients and the public. Bernard Isaacs famously coined the expression 'geriatric giants' or the four clinical I's: Intellectual impairment, Incontinence, Immobility, and Instability. However, non-clinical giants exist. In education, we face challenges of Investment, Inspiration, Integration, and Interprofessionality; and in research, we need to attract Interest and Income, and generate Innovation and Impact. Without strengthening the links between all giants, we will not be able to achieve the ambition of age-attuned societies. A key goal for gerontological education is to enhance everyone's understanding of the wide diversity underlying the 'older people' demographic label, which will ultimately promote services and societies that are more responsive and inclusive to the needs of all older adults, irrespective of their health status.
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Affiliation(s)
- Roman Romero-Ortuno
- Discipline of Medical Gerontology, School of Medicine, Trinity College Dublin D08 NHY1, Ireland
- Mercer’s Institute for Successful Ageing, St James’s Hospital, Dublin D08 NHY1, Ireland
| | - Andreas E Stuck
- Geriatrics Department, Inselspital and University of Bern, Bern 3010, Switzerland
| | - Tahir Masud
- Department of Health Care for Older People (HCOP), Queen’s Medical Centre, Nottingham University Hospitals NHS Trust, Nottingham NG7 2UH, UK
- Department of Geriatric Medicine, Odense University Hospital, Odense 5000, Denmark
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Schlögl M, Roller-Wirnsberger RE, Hernes SS, Perkisas S, Bakken MS, Miot S, Balci C, Dani M, Pajulammi H, Piaggi P, Drenth-van Maanen C, Singler K. Teaching geriatric medicine through gamification: a tool for enhancing postgraduate education in geriatric medicine. Aging Clin Exp Res 2022; 34:455-463. [PMID: 34275114 PMCID: PMC8847288 DOI: 10.1007/s40520-021-01933-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2021] [Accepted: 07/04/2021] [Indexed: 01/15/2023]
Abstract
BACKGROUND Polypharmacy is becoming increasingly common and all doctors must be prepared to manage it competently. AIMS The aim of this project is to evaluate the feasibility and use of a novel gamification-based teaching intervention on polypharmacy among doctors undergoing advanced geriatric training. Among others, one of the learning goals for the students was to be able to describe the adherence to medication. METHODS Electronic questionnaire sent to students of the third session "evidence-based medicine in geriatrics" of advanced postgraduate course in geriatrics of the European Academy for Medicine of Ageing. RESULTS Most students reported issues with forgetting doses and remembering sufficiently to establish a medication routine due to busy schedules as well as social influences around medication taking. Reflecting on the challenges of the game, most students reported that their own prescribing practice was likely to change. DISCUSSION AND CONCLUSION The current model of learning appears to be a feasible approach for postgraduate medical education or in other areas of healthcare such as nursing or physiotherapy. Learning through action and reflection promotes deeper thinking and can lead to behavioral change, in this case thus enhancing the attitudes and understanding regarding pharmacological issues associated with ageing. Recommendations for future research in medical education about medication adherence are outlined.
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Affiliation(s)
- Mathias Schlögl
- Centre on Aging and Mobility, University Hospital Zurich and City Hospital Waid Zurich, Zurich, Switzerland
- University Clinic for Acute Geriatric Care, City Hospital Waid Zurich, Zurich, Switzerland
| | | | - Susanne Sørensen Hernes
- Department of Geriatric and Internal Medicine, Sorlandet Hospital Arendal, Sykehusveien 1, 4809, Arendal, Norway
- Department of Clinical Sciences, University of Bergen, Bergen, Norway
| | - Stany Perkisas
- University Center for Geriatrics, University Hospital of Antwerp, Edegem, Belgium
| | - Marit Stordal Bakken
- Department of Internal Medicine, Haraldsplass Deaconess Hospital, Bergen, Norway
- Department of Clinical Sciences, University of Bergen, Bergen, Norway
| | - Stéphanie Miot
- Department of Geriatrics, Montpellier University Hospital, Montpellier University, Montpellier, France
- CESP, INSERM U1178, Centre de recherche en Epidemiologie et Santé des Populations, Paris, France
| | - Cafer Balci
- Division of Geriatric Medicine, Eskişehir City Hospital, Eskisehir, Turkey
| | - Melanie Dani
- Cutrale Perioperative and Ageing Group, Uren Biomedical Engineering Research Hub, Imperial College London, London, W12 0BZ, UK
| | - Hanna Pajulammi
- Department of Geriatric Medicine, Central Hospital of Central Finland, Central Finland Health Care District, Jyväskylä , Finland
| | - Paolo Piaggi
- Department of Information Engineering, University of Pisa, Pisa, Italy
| | - Clara Drenth-van Maanen
- Department of Geriatric Medicine, University Medical Center Utrecht, Heidelberglaan 100, 3584, Utrecht, The Netherlands
- Expertise Centre Pharmacotherapy in Old Persons (Ephor)
| | - Katrin Singler
- Department of Geriatric Medicine, Klinikum Nürnberg, Paracelsus Private Medical University, Prof. Ernst-Nathan-Str. 1, 90419, Nuremberg, Germany
- Institute for Biomedicine of Ageing, Friedrich-Alexander University Erlangen-Nürnberg, Kobergerstr. 60, 90408, Nürnberg, Germany
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Stuck AK, Schimmel M. A model for a geriatric teaching programme and its impact on self-rated and tested competencies of undergraduate dental students. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:21-27. [PMID: 33512016 PMCID: PMC9290808 DOI: 10.1111/eje.12668] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/13/2020] [Revised: 01/11/2021] [Accepted: 01/22/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION In the light of the growing ageing population, it is important that future dentists be taught geriatric competencies to assure good dental care and treatment addressing the special needs of older patients. MATERIALS AND METHODS We developed and evaluated a geriatric teaching programme amongst final year undergraduate dental students (n = 30) at the University of Bern, Switzerland. The geriatric teaching programme was based on the European undergraduate curriculum in geriatric medicine for medical students covering the following eight geriatric domains that were considered relevant to dental care: Analgesics, cognitive impairment, decision-making capacity, gait and balance disorder, hearing impairment, malnutrition, polypharmacy and vision impairment. Using a pre/post-design, we administered a structured questionnaire including standardised questions on self-rated and tested competencies. Both assessments scores were standardised to a maximum score of 100 points. Data were evaluated by comparison of pre-test and post-test mean scores. RESULTS The geriatric teaching programme proved to be feasible covering eight geriatric domains based on a case-based didactic approach in totally eight 45-minute lessons. Both self-rated and tested competencies of dental students increased in all eight domains in the course of the geriatric teaching programme. After the geriatric teaching programme, both mean self-rated competency scores (67.9 vs. 49.6, p < .001) and mean tested competency scores (78.7 vs. 56.7 points, p < .001) significantly improved compared to baseline. CONCLUSIONS Integrating a consolidated refined geriatric teaching programme is a potentially feasible and effective method for dental undergraduate students and is expected to have an impact on better dental care of older patients.
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Affiliation(s)
- Anna K. Stuck
- Department of Geriatrics, InselspitalBern University Hospital, and University of BernBernSwitzerland
| | - Martin Schimmel
- Department of Reconstructive Dentistry and GerodontologySchool of Dental MedicineUniversity of BernBernSwitzerland
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20
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Pearson GME, Welsh T, Pocock LV, Ben-Shlomo Y, Henderson EJ. Transforming undergraduate education in geriatric medicine: an innovative curriculum at Bristol Medical School. Eur Geriatr Med 2022; 13:1487-1491. [PMID: 36071347 PMCID: PMC9451112 DOI: 10.1007/s41999-022-00690-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2022] [Accepted: 08/09/2022] [Indexed: 12/30/2022]
Abstract
The World Health Organization (WHO) advocates investment in high-quality undergraduate education in geriatric medicine as a means of meeting the future needs of the aging population. However, there is a lack of evidence for the optimal delivery of training in this area. Rigorous pedagogical research is required to determine the most effective way to equip tomorrow's doctors with the skills and knowledge to care for older adults with complex health and social care needs. The transition between two undergraduate medical curricula meant that Bristol Medical School (BMS) was uniquely positioned to innovate and evaluate undergraduate education in geriatric medicine. This transition marked BMS' departure from a 'traditional' curriculum to case-based learning. The outgoing curriculum included a 4-week unit in geriatrics, whilst the new programme includes an 18-week clerkship titled 'Complex Medicine in Older People' (CMOP). CMOP is a clinical clerkship with 18 cases at its core, covering the fundamental aspects of geriatric medicine. The core cases and clinical learning are enhanced with five expert lectures, six tutorials and three journal clubs. Reflective practice is modelled and promoted with Balint groups and a book club. Consolidative workplace-based assessments and clinical portfolio mirror those used in postgraduate training, preparing students for professional practice. CMOP is iteratively improved in real-time using staff and student feedback. This marked shift in mode and duration of teaching affords the opportunity to evaluate the impact of differing education in geriatrics, providing an evidence-based model for teaching on aging.
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Affiliation(s)
- Grace M E Pearson
- Bristol Medical School (Population Health Sciences), University of Bristol, Bristol, UK.
- Royal United Hospitals NHS Foundation Trust, Bath, UK.
| | - Tomas Welsh
- Bristol Medical School (Population Health Sciences), University of Bristol, Bristol, UK
- Royal United Hospitals NHS Foundation Trust, Bath, UK
| | - Lucy V Pocock
- Bristol Medical School (Population Health Sciences), University of Bristol, Bristol, UK
| | - Yoav Ben-Shlomo
- Bristol Medical School (Population Health Sciences), University of Bristol, Bristol, UK
| | - Emily J Henderson
- Bristol Medical School (Population Health Sciences), University of Bristol, Bristol, UK
- Royal United Hospitals NHS Foundation Trust, Bath, UK
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A scoping review of the changing landscape of geriatric medicine in undergraduate medical education: curricula, topics and teaching methods. Eur Geriatr Med 2022; 13:513-528. [PMID: 34973151 PMCID: PMC8720165 DOI: 10.1007/s41999-021-00595-0] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2021] [Accepted: 11/20/2021] [Indexed: 11/01/2022]
Abstract
PURPOSE The world's population is ageing. Therefore, every doctor should receive geriatric medicine training during their undergraduate education. This review aims to summarise recent developments in geriatric medicine that will potentially inform developments and updating of undergraduate medical curricula for geriatric content. METHODS We systematically searched the electronic databases Ovid Medline, Ovid Embase and Pubmed, from 1st January 2009 to 18th May 2021. We included studies related to (1) undergraduate medical students and (2) geriatric medicine or ageing or older adults and (3) curriculum or curriculum topics or learning objectives or competencies or teaching methods or students' attitudes and (4) published in a scientific journal. No language restrictions were applied. RESULTS We identified 2503 records and assessed the full texts of 393 records for eligibility with 367 records included in the thematic analysis. Six major themes emerged: curriculum, topics, teaching methods, teaching settings, medical students' skills and medical students' attitudes. New curricula focussed on minimum Geriatrics Competencies, Geriatric Psychiatry and Comprehensive Geriatric Assessment; vertical integration of Geriatric Medicine into the curriculum has been advocated. Emerging or evolving topics included delirium, pharmacotherapeutics, healthy ageing and health promotion, and Telemedicine. Teaching methods emphasised interprofessional education, senior mentor programmes and intergenerational contact, student journaling and reflective writing, simulation, clinical placements and e-learning. Nursing homes featured among new teaching settings. Communication skills, empathy and professionalism were highlighted as essential skills for interacting with older adults. CONCLUSION We recommend that future undergraduate medical curricula in Geriatric Medicine should take into account recent developments described in this paper. In addition to including newly emerged topics and advances in existing topics, different teaching settings and methods should also be considered. Employing vertical integration throughout the undergraduate course can usefully supplement learning achieved in a dedicated Geriatric Medicine undergraduate course. Interprofessional education can improve understanding of the roles of other professionals and improve team-working skills. A focus on improving communication skills and empathy should particularly enable better interaction with older patients. Embedding expected levels of Geriatric competencies should ensure that medical students have acquired the skills necessary to effectively treat older patients.
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Ong EY, Bower KJ, Ng L. Geriatric Educational Interventions for Physicians Training in Non-Geriatric Specialties: A Scoping Review. J Grad Med Educ 2021; 13:654-665. [PMID: 34721794 PMCID: PMC8527951 DOI: 10.4300/jgme-d-20-01484.1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/08/2020] [Revised: 04/28/2021] [Accepted: 06/01/2021] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND Physicians require the expertise to care for an increasingly aging population. A robust understanding of geriatric educational interventions is needed to improve geriatric training for physicians. OBJECTIVE To map the breadth of geriatric educational interventions for residents (in non-geriatric specialties). METHODS We used a scoping review methodology. We searched MEDLINE, Embase, EMCare, CENTRAL, ERIC, and Scopus from 2004 to September 2019 for search terms related to "educational approaches" AND "geriatric" AND "residents." Two authors independently selected eligible studies, extracted data (categorized by educational approaches and Kirkpatrick level outcomes), and critically appraised studies using the Mixed Methods Appraisal Tool. RESULTS There were 63 included studies, with a total of 6976 participants. Twelve studies had comparators, including 5 randomized controlled trials. Fifty-three studies (84%) described multicomponent interventions, incorporating combinations of didactic or self-directed approaches with interactive, simulation, experiential, and/or group-based learning. Use of curricular process was explicitly reported in 34 studies (59%). Most studies met at least 4 of 5 Mixed Methods Appraisal Tool criteria. Studies commonly measured outcomes at Kirkpatrick levels 1 and 2 (reaction and learning), with 15 studies measuring performance outcomes (Kirkpatrick levels 3 and 4b). All included studies had at least one positive result. CONCLUSIONS All educational interventions had positive outcomes; however, curriculum-informed multicomponent interventions were the most common. This scoping review demonstrates that robust methodology with comparators, longer-term designs, and use of higher-level Kirkpatrick outcome measures is possible but not commonly used. Clear direction for future research is provided.
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Affiliation(s)
- En Ye Ong
- En Ye Ong, BA/MBBS, FRACP, MClinEd, is a Master's Student, Melbourne Medical School, University of Melbourne, and Consultant Geriatrician and Student Geriatric Education Lead, Department of Geriatric Medicine, Eastern Health, VIC, Australia
| | - Kelly J. Bower
- Kelly J. Bower, BPhty, PhD, is a Lecturer, Department of Physiotherapy, University of Melbourne, VIC, Australia
| | - Louisa Ng
- Louisa Ng, MBChB, MD, FAFRM, is Deputy Director, Royal Melbourne Hospital Clinical School, Melbourne Medical School, University of Melbourne, and Supervisor, Intern Training and Rehabilitation Physicians, Department of Rehabilitation Medicine, Royal Melbourne Hospital, VIC, Australia
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Schlögl M, Gordon A. HEARTS, minds and souls-it is time for geriatricians to bring more to continence management. Age Ageing 2021; 50:1508-1511. [PMID: 34104937 DOI: 10.1093/ageing/afab088] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2020] [Revised: 04/09/2021] [Accepted: 04/21/2021] [Indexed: 11/12/2022] Open
Abstract
Urinary incontinence (UI), the involuntary loss of urine, is a common health condition that may decrease the quality of life and which increases in incidence and prevalence with age. Recent epidemiologic data suggest an overall prevalence of 38% in women older than 60 years, increasing to 77% in older women living in nursing homes. Despite this high prevalence, incontinence remains underdiagnosed and undertreated in this age group. In a representative population of 7,000 participants drawn from the Irish Longitudinal Study of Ageing, 750 had UI of whom 285 (38%) had not sought the help of a health care professional. The reasons that older people do not seek help for incontinence are complex and multiplex. Stigma surrounding diagnosis, a sense of futility coupled to a notion that incontinence is a part of normal ageing and the fact that incontinence simply gets 'lost' in the midst of multimorbidity and frailty have all been shown to play a role. Active case finding has therefore been highlighted as a cornerstone of effective care in serial international guidelines.
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Affiliation(s)
- Mathias Schlögl
- University Clinic for Acute Geriatric Care, City Hospital Waid Zurich, Zurich 8037, Switzerland
| | - Adam Gordon
- Care of Older People, Room 4113 Medical School, Royal Derby Hospital, University of Nottingham, Uttoxeter Road, Derby, DE22 3DT, UK
- Building Community Resilience and Enabling Independence (BCREI), NIHR Applied Research Collaboration-East Midlands (ARC-EM), Nottingham, UK
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Putot A, Putot S, Hacquin A, Manckoundia P. Beyond longevity: healthy longevity. THE LANCET. HEALTHY LONGEVITY 2021; 2:e393-e394. [DOI: 10.1016/s2666-7568(21)00141-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2021] [Accepted: 05/14/2021] [Indexed: 10/21/2022] Open
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Batool SH, Rehman AU, Sulehri I. The current situation of information literacy education and curriculum design in Pakistan: a discovery using Delphi method. LIBRARY HI TECH 2021. [DOI: 10.1108/lht-02-2021-0056] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
The present study focused on information literacy education through a unique research lens, i.e. the Delphi process in developing countries. The primary aim of the study is to formulate an information literacy framework for higher education.
Design/methodology/approach
In total 13 experts from the field, including academicians and practitioners, were invited to build consensus on the components of an information literacy curriculum for library and information sciences or management postgraduate students.
Findings
The Delphi process was completed in three reasonable rounds to build consensus on eight information literacy course units, including computer, research, critical, information, domain-specific knowledge and copyright literacies in line with learning and communication skills. The panelists considered computer, research and critical literacies as the most significant components of an information literacy curriculum for postgraduates.
Practical implications
The proposed framework of information literacy curriculum may have considerable implications for educators, practitioners and researchers.
Originality/value
The study is unique as it focuses on developing a contextual and comprehensive information literacy education framework for information professionals.
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Winter R, Al-Jawad M, Wright J, Shrewsbury D, Van Marwijk H, Johnson H, Levett T. What is meant by "frailty" in undergraduate medical education? A national survey of UK medical schools. Eur Geriatr Med 2021; 12:355-362. [PMID: 33651346 PMCID: PMC7990827 DOI: 10.1007/s41999-021-00465-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2020] [Accepted: 02/02/2021] [Indexed: 12/22/2022]
Abstract
PURPOSE All UK medical schools are required to include frailty in their curriculum. The term is open to interpretation and associated with negative perceptions. Understanding and recognising frailty is a prerequisite for consideration of frailty in the treatment decision-making process across clinical specialities. The aim of this survey was to describe how frailty has been interpreted and approached in UK undergraduate medical education and provide examples of educational strategies employed. METHODS All UK medical schools were invited to complete an electronic survey. Schools described educational strategies used to teach and assess frailty and provided frailty-related learning outcomes. Learning Outcomes were grouped into categories and mapped to the domains of Outcomes for Graduates (knowledge, skills and values). RESULTS 25/34 Medical schools (74%) participated. The interpretation of what frailty is vary widely and the diversity of teaching strategies reflect this. The most common Learning outcomes included as "Frailty" are about the concept of frailty, Comprehensive Geriatric Assessments and Roles of the MDT. Frailty teaching is predominantly opportunistic and occurred within geriatric medicine rotations in all medical schools. Assessments focus on frailty syndromes such as falls and delirium. CONCLUSION There is variation regarding how frailty has been interpreted and approached by medical schools. Frailty is represented in an array of teaching and assessment methods, with a lack of constructive alignment to related learning outcomes. Consensus should be agreed as to what frailty means in medical education. Further research is required to explore which frailty-specific educational strategies in undergraduate medical education enhance learning.
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Affiliation(s)
- Rebecca Winter
- Department of Medical Education, Brighton and Sussex Medical School, Room 344A Mayfield House, Falmer, Brighton, BN1 9PH, UK.
| | - Muna Al-Jawad
- Department of Medical Education, Brighton and Sussex Medical School, Room 344A Mayfield House, Falmer, Brighton, BN1 9PH, UK
| | - Juliet Wright
- Department of Medical Education, Brighton and Sussex Medical School, Room 344A Mayfield House, Falmer, Brighton, BN1 9PH, UK
| | - Duncan Shrewsbury
- Department of Primary Care and Public Health, Brighton and Sussex Medical School, Brighton, BN1 9PH, UK
| | - Harm Van Marwijk
- Department of Primary Care and Public Health, Brighton and Sussex Medical School, Brighton, BN1 9PH, UK
| | - Helen Johnson
- School of Applied Social Science, University of Brighton, Brighton, BN1 9PH, UK
| | - Tom Levett
- Department of Clinical and Experimental Medicine Brighton, Brighton, BN1 9PH, UK
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Giuliani M, Martimianakis MA(T, Broadhurst M, Papadakos J, Fazelzad R, Driessen EW, Frambach J. Motivations for and Challenges in the Development of Global Medical Curricula: A Scoping Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:449-459. [PMID: 32271225 PMCID: PMC7899747 DOI: 10.1097/acm.0000000000003383] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
PURPOSE The aim of this scoping review is to understand the motivations for the creation of global medical curricula, summarize methods that have been used to create these curricula, and understand the perceived premises for the creation of these curricula. METHOD In 2018, the authors used a comprehensive search strategy to identify papers on existing efforts to create global medical curricula published from 1998 to March 29, 2018, in the following databases: MEDLINE; MEDLINE Epub Ahead of Print, In-Process, and Other Non-Indexed Citations; Embase; Cochrane Central Register of Controlled Trials; Cochrane Database of Systematic Reviews; PsycINFO; CINAHL; ERIC; Scopus; African Index Medicus; and LILACS. There were no language restrictions. Two independent researchers applied the inclusion and exclusion criteria. Demographic data were abstracted from publications and summarized. The stated purposes, methods used for the development, stated motivations, and reported challenges of curricula were coded. RESULTS Of the 18,684 publications initially identified, 137 met inclusion criteria. The most common stated purposes for creating curricula were to define speciality-specific standards (50, 30%), to harmonize training standards (38, 23%), and to improve the quality or safety of training (31, 19%). The most common challenges were intercountry variation (including differences in health care systems, the operationalization of medical training, and sociocultural differences; 27, 20%), curricular implementation (20, 15%), and the need for a multistakeholder approach (6, 4%). Most curricula were developed by a social group (e.g., committee; 30, 45%) or Delphi or modified Delphi process (22, 33%). CONCLUSIONS The challenges of intercountry variation, the need for a multistakeholder approach, and curricular implementation need to be considered if concerns about curricular relevance are to be addressed. These challenges undoubtedly impact the uptake of global medical curricula and can only be addressed by explicit efforts to make curricula applicable to the realities of diverse health care settings.
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Affiliation(s)
- Meredith Giuliani
- M. Giuliani is staff radiation oncologist and medical director, Cancer Education Program, Princess Margaret Cancer Centre, and associate professor, Department of Radiation Oncology, University of Toronto, Toronto, Ontario, Canada; ORCID: https://orcid.org/0000-0003-1827-5590
| | - Maria Athina (Tina) Martimianakis
- M.A. Martimianakis is associate professor and director of medical education scholarship, Department of Paediatrics, University of Toronto, Toronto, Ontario, Canada; ORCID: https://orcid.org/0000-0002-2531-3156
| | - Michaela Broadhurst
- M. Broadhurst is research analyst, Cancer Education Program, Princess Margaret Cancer Centre, Toronto, Ontario, Canada
| | - Janet Papadakos
- J. Papadakos is codirector, Cancer Health Literacy Research Centre, Cancer Education Program, Princess Margaret Cancer Centre, and assistant professor, Institute of Health Policy, Management & Evaluation, University of Toronto, Toronto, Ontario, Canada; ORCID: https://orcid.org/0000-0001-6320-4156
| | - Rouhi Fazelzad
- R. Fazelzad is information specialist, Library and Information Services, Princess Margaret Cancer Centre, Toronto, Ontario, Canada
| | - Erik W. Driessen
- E.W. Driessen is professor and chair, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands; ORCID: https://orcid.org/0000-0001-8115-261X
| | - Janneke Frambach
- J. Frambach is assistant professor, School of Health Professions Education, Maastricht University, Maastricht, the Netherlands; ORCID: https://orcid.org/0000-0003-1527-6539
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Pautex S, Roller-Wirnsberger R, Singler K, Van den Noortgate N. Palliative care competencies for geriatricians across Europe: a Delphi consensus study. Eur Geriatr Med 2021; 12:817-824. [PMID: 33523375 PMCID: PMC8321997 DOI: 10.1007/s41999-020-00445-5] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2020] [Accepted: 12/23/2020] [Indexed: 11/28/2022]
Abstract
Aim to develop a set of specific palliative care competencies to be recommended for training at a postgraduate level of geriatricians across Europe. Findings A list of 35 palliative care competencies for geriatricians is now available for implementation in the different European countries. Message Future action are needed to support implementation and evaluation of the recommendations based upon key performance indicators within different health care systems. Purpose Integration of palliative care competencies with geriatric medicine is important for quality of care for older people, especially in the last years of their life. Therefore, knowledge and skills about palliative care for older people should be mandatory for geriatricians. The European Geriatric Medicine Society (EuGMS) has launched a postgraduate curriculum for geriatric medicine recently. Aim Based on this work, the Special Interest Group (SIG) on Palliative care in collaboration with the SIG in Education and Training aimed to develop a set of specific palliative care competencies to be recommended for training at a postgraduate level. Methods Competencies were defined using a modified Delphi technique based upon a Likert like rating scale. A template to kick off the first round and including 46 items was developed based on pre-existing competencies developed in Switzerland and Belgium. Results Three Delphi rounds were necessary to achieve full consensus. Experts came from 12 EU countries. In the first round, the wording of 13 competencies and the content of 10 competencies were modified. We deleted or merged ten competencies, mainly because they were not specific enough. At the end of the 2nd round, one competence was deleted and for three questions the wordings were modified. These modifications had the agreement of the participants during the last round. Conclusion A list of 35 palliative care competencies for geriatricians is now available for implementation in European countries.
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Affiliation(s)
- Sophie Pautex
- Palliative Medicine Division, Department of Rehabilitation and Geriatrics, Geneva University Hospitals, University of Geneva, Geneva, Switzerland. .,Palliative Medicine Division, Hôpital de Bellerive, 11, Ch de La Savonnière, 1245, Collonge-Bellerive, Switzerland.
| | | | - Katrin Singler
- Department of Geriatrics, Klinikum Nürnberg, Paracelsus Medical University and Institute for Biomedicine of Ageing, Friedrich-Alexander University Erlangen, Erlangen, Germany
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Furukawa K, Miyazawa I, Kaneko E, Ishiki A, Arai H, Ishikawa T, Ohnishi J, Kuzuya M. [Undergraduate geriatric education in foreign countries]. Nihon Ronen Igakkai Zasshi 2021; 58:570-578. [PMID: 34880176 DOI: 10.3143/geriatrics.58.570] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
In Japan, which has become a super-aged society, medical care for the elderly is more important than ever before. Geriatric education for medical students and young doctors is essential to ensure the best medical care possible for the elderly. In this paper, the Working Group for Education of the Japan Geriatrics Society collected and analyzed data and information on undergraduate education in the fields of geriatrics and gerontology at medical schools in various countries through the Internet, comparing the findings with those in Japan. Of the countries surveyed, 62% had undergraduate education in geriatrics and gerontology as mandatory subjects in medical school. Countries with advanced welfare programs, such as the United Kingdom, Germany, Austria, Denmark, Finland, Sweden, the Netherlands, Spain, Canada and New Zealand, performed substantial undergraduate education in geriatrics and gerontology. A lack of available staff and time for education was cited as a hurdle in many countries. The importance of education in geriatrics and gerontology is being emphasized in many countries, but few programs are satisfactory at present. The "struggle" to improve undergraduate education in geriatrics and gerontology therefore continues. We should endeavor to improve education in the fields of geriatrics and gerontology by working hand in hand with geriatricians and gerontologists around the world.
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Affiliation(s)
- Katsutoshi Furukawa
- Division of Community Medicine, Tohoku Medical and Pharmaceutical University
| | - Isabelle Miyazawa
- Division of Community Medicine, Tohoku Medical and Pharmaceutical University
| | - Eiji Kaneko
- Curricular Management Division, Institute of Education, Tokyo Medical and Dental University
| | - Aiko Ishiki
- Division of Community Medicine, Tohoku Medical and Pharmaceutical University
| | - Hiroyuki Arai
- Department of New Therapeutics Innovation for Alzheimer's and Dementia, Division of Brain Science, IDAC
| | - Takahiro Ishikawa
- Department of Endocrinology, Hematology and Gerontology, Chiba University Graduate School of Medicine
| | - Joji Ohnishi
- Community Healthcare and Geriatrics, Nagoya University Graduate School of Medicine
| | - Masafumi Kuzuya
- Community Healthcare and Geriatrics, Nagoya University Graduate School of Medicine
- Institutes of Innovation for Future Society, Nagoya University
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Soulis G, Kotovskaya Y, Bahat G, Duque S, Gouiaa R, Ekdahl AW, Sieber C, Petrovic M, Benetos A. Geriatric care in European countries where geriatric medicine is still emerging. Eur Geriatr Med 2020; 12:205-211. [PMID: 33237564 PMCID: PMC7685957 DOI: 10.1007/s41999-020-00419-7] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2020] [Accepted: 10/14/2020] [Indexed: 11/28/2022]
Abstract
Aim To describe several aspects that affect practicing geriatric medicine in five different countries: Greece, Portugal, Russia, Turkey, and Tunisia Findings Discrepancies exist between countries concerning all aspects of geriatric medicine (recognition, training, educational and professional standards, academic representation, working context). Message Specificities of each country that set the frame should be taken into consideration in promoting geriatric medicine in different settings. Purpose Practicing geriatric medicine is a challenging task since it involves working together with other medical doctors while coordinating a multidisciplinary team. Global Europe Initiative (GEI) group within the European Geriatric Medicine Society gathers geriatricians from different regions where geriatrics is underrepresented or still developing to promote initiatives for the advancement of geriatric medicine within these countries. Methods Here we present a first effort to describe several aspects that affect practicing geriatric medicine in five different countries: Greece, Portugal, Russia, Turkey, and Tunisia. Results We can notice discrepancies between countries concerning all dimensions of geriatrics (recognition, training, educational and professional standards, academic representation, working context). Conclusions These differences correspond to the specificities of each country and set the frame where geriatric medicine is going to be developed across Europe. EuGMS with GEI group can provide useful support.
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Affiliation(s)
- George Soulis
- Outpatient Geriatric Assessment Unit, Henry Dunant Hospital Center, Athens, Greece.
| | - Yulia Kotovskaya
- Russian Clinical and Research Center of Gerontology, Pirogov Russian National Research Medical University, Moscow, Russia
| | - Gülistan Bahat
- Department of Internal Medicine, Istanbul Medical School, Istanbul University, Capa, 34390, Istanbul, Turkey
| | - Sofia Duque
- Lisboa Ocidental Hospital Center, Lisbon, Portugal
| | | | - Anne W Ekdahl
- Section of Geriatric Medicine, Department of Emergency Medicine Helsingborg Hospital and Department of Clinical Sciences, Lunds University, Helsingborg, Sweden
| | - Cornel Sieber
- Institut Für Biomedizin Des Alterns, FAU Erlangen-Nürnberg, Nürnberg, Germany
| | - Mirko Petrovic
- Section of Geriatrics, Department of Internal Medicine and Pediatrics, Ghent University, Ghent, Belgium
| | - Athanase Benetos
- Department of Geriatrics and FHU CARTAGE, CHU de Nancy and INSERM 1116, Université de Lorraine, Nancy, France
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Prud’homm J, Corvol A, Aguillon A, Olivieri M, Rousseau V, Somme D. Why choose geriatric medicine? A national survey among French postgraduate medical students. Age Ageing 2020; 49:1028-1033. [PMID: 32603405 DOI: 10.1093/ageing/afaa120] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2020] [Indexed: 11/12/2022] Open
Abstract
Since 2017, geriatric medicine has been available as a postgraduate specialty to French year 7 medical students. We investigated the incentives of the 171 French medical students who opted for geriatric medicine as a postgraduate specialty subsequent to year 6 national qualifying examinations in 2017. A prospective quantitative survey-based study was conducted by means of a questionnaire compiled online and sent by email between December 2017 and May 2018. The questionnaire comprised 43 questions, including 14 single or multiple choice questions, 28 scaled questions evaluating factors of influence using a 5-point Likert scale, and one open-ended contingency question. Of the 171 students, 139 responses were received. The national response rate to this questionnaire was 81.2%. One hundred fourteen students (82.6%) had previous experience of training in geriatric medicine, which for 95 (84.0%) students took place between years 3 and 6 of medical training. This training influenced the choice of 102 respondents (90.2%). Factors reported as having exerted a strong or very strong influence were in particular the rewards of working with older adults; positive personal encounters with older adults in the past; the appeal of interprofessional teamwork; the challenge of cases involving complex diagnostic and therapeutic decisions; the challenge of patients with chronic conditions. The present study is the first to focus on the reasons why French students choose to specialise in geriatric medicine. The results emphasise the importance of training programs in geriatric medicine to promote enthusiasm for this specialty.
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Affiliation(s)
- Joaquim Prud’homm
- CHU de Rennes, Rennes, France
- Université Rennes 1, Faculté de Médecine, Rennes, France
| | - Aline Corvol
- CHU de Rennes, Rennes, France
- Université Rennes 1, Faculté de Médecine, Rennes, France
- Arènes, UMR 6051, Rennes, France
| | | | | | | | - Dominique Somme
- CHU de Rennes, Rennes, France
- Université Rennes 1, Faculté de Médecine, Rennes, France
- Arènes, UMR 6051, Rennes, France
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Conroy S. Undergraduate Urology Education: A Fundamental Pillar in Building the Next Generation of Urologists. Eur Urol 2020; 78:385-386. [PMID: 32631741 DOI: 10.1016/j.eururo.2020.06.050] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2020] [Accepted: 06/22/2020] [Indexed: 11/18/2022]
Affiliation(s)
- Samantha Conroy
- Academic Unit of Urology, University of Sheffield, Sheffield, UK.
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Start low, go slow, but look far: the case of geriatric medicine in Balkan countries. Eur Geriatr Med 2020; 11:869-878. [PMID: 32588380 DOI: 10.1007/s41999-020-00350-x] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2020] [Accepted: 06/13/2020] [Indexed: 12/20/2022]
Abstract
PURPOSE To present an insight of the situation of geriatric medicine in Balkan countries, as it was presented in the context of the 2nd pre-congress seminar of the 16th European Geriatric Medicine Society (EuGMS) Congress Athens 2021. METHODS Representatives from 8 Balkan countries (Albania, Croatia, Greece, Republic of North Macedonia, Romania, Serbia, Slovenia, Turkey) answered 3 questions to reflect the state of geriatric medicine in their country: education on geriatrics; systems/methods for assessment of functional status and frailty; pre-operative risk assessment. An open discussion followed. RESULTS Undergraduate education in geriatric medicine seems underestimated in medical faculties of Balkan countries, whereas a high heterogeneity is observed at a post-graduate level. Only a few Balkan countries have geriatric medicine as a recognized medical specialty or subspecialty. Functional status and frailty are only sporadically assessed, and pre-operative risk assessment is very rarely performed with a geriatric focus. Scarcity of expertise and structures relevant to geriatric medicine seems to be common. Developing a training curriculum and geriatrics-related structures are two interconnected aspects. Cooperation among physicians and multidisciplinary teams are essential for the practice of geriatric medicine. A functional geriatric network is eventually necessary and ambulatory geriatric expertise is probably a feasible and clinically relevant starting point. Providing pragmatic solutions to the pressing challenges in variable clinical settings, supplementing and working in harmony with existing components of each health system, is probably the most convincing strategy to gain political support in developing geriatric medicine. CONCLUSION Balkan countries share common experiences and challenges in developing geriatrics. Whilst the principles of geriatric medicine are perhaps universal, proposed solutions should be adapted to each country's specific circumstances. Cooperation of the Balkan countries could promote in each the development of geriatric medicine. EuGMS is willing to foster relevant actions.
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Naidoo K, Van Wyk J. Preparing medical graduates to care for geriatric patients: A case study of the undergraduate medical curriculum at a South African university. S Afr Fam Pract (2004) 2020; 62:e1-e7. [PMID: 32329351 PMCID: PMC8378199 DOI: 10.4102/safp.v62i1.5081] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2019] [Revised: 02/19/2020] [Accepted: 02/21/2020] [Indexed: 11/01/2022] Open
Affiliation(s)
- Keshena Naidoo
- Discipline of Family Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban.
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Arakawa Martins B, Jadczak AD, Dollard J, Barrie H, Mahajan N, Tam KL, Visvanathan R. Fifth-year medical students' perceptions of the importance of frailty and competence in assessing, diagnosing and managing frailty before and after a geriatric medicine course. Australas J Ageing 2020; 39:e472-e477. [PMID: 32124560 DOI: 10.1111/ajag.12788] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2019] [Revised: 12/17/2019] [Accepted: 02/10/2020] [Indexed: 11/28/2022]
Abstract
OBJECTIVE To assess the changes in fifth-year medical students' perceptions of the importance of frailty and competence in assessing, diagnosing and managing frailty after a 4.5-week geriatric medicine course. METHODS Students' perceived importance and competence was assessed before and after the course using a 26-item Likert scale questionnaire with scores ranging from 1 to 6. RESULTS Students' perceptions of the importance of defining frailty (P = .01), explaining what frailty is (P = .03), advising on nutritional needs (P = .001) and exercise (P = .001) and prescribing an exercise program (P < .001) significantly improved after the course. Medical students' perceived competence in assessing, diagnosing and managing frailty was low to moderate precourse and increased significantly postcourse (2.3 [1.2] 4.9 [2.9], mean [IQR], P < .001) across all items. CONCLUSION An appropriate curriculum focusing on geriatric health conditions such as frailty can improve senior medical students' perceived importance and competence in assessing, diagnosing and managing frailty.
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Affiliation(s)
- Beatriz Arakawa Martins
- Adelaide Geriatrics Training and Research with Aged Care (G-TRAC Centre), Discipline of Medicine, Adelaide Medical School, University of Adelaide, Adelaide, SA, Australia.,National Health and Medical Research Council Centre of Research Excellence on Frailty and Healthy Ageing, University of Adelaide, Adelaide, SA, Australia
| | - Agathe Daria Jadczak
- Adelaide Geriatrics Training and Research with Aged Care (G-TRAC Centre), Discipline of Medicine, Adelaide Medical School, University of Adelaide, Adelaide, SA, Australia.,National Health and Medical Research Council Centre of Research Excellence on Frailty and Healthy Ageing, University of Adelaide, Adelaide, SA, Australia
| | - Joanne Dollard
- Adelaide Geriatrics Training and Research with Aged Care (G-TRAC Centre), Discipline of Medicine, Adelaide Medical School, University of Adelaide, Adelaide, SA, Australia.,National Health and Medical Research Council Centre of Research Excellence on Frailty and Healthy Ageing, University of Adelaide, Adelaide, SA, Australia
| | - Helen Barrie
- National Health and Medical Research Council Centre of Research Excellence on Frailty and Healthy Ageing, University of Adelaide, Adelaide, SA, Australia.,School of Social Sciences, University of Adelaide, Adelaide, SA, Australia
| | - Neha Mahajan
- Adelaide Geriatrics Training and Research with Aged Care (G-TRAC Centre), Discipline of Medicine, Adelaide Medical School, University of Adelaide, Adelaide, SA, Australia
| | - Khai Loon Tam
- Aged and Extended Care Services, The Queen Elizabeth Hospital, Central Adelaide Local Health Network, Adelaide, SA, Australia
| | - Renuka Visvanathan
- Adelaide Geriatrics Training and Research with Aged Care (G-TRAC Centre), Discipline of Medicine, Adelaide Medical School, University of Adelaide, Adelaide, SA, Australia.,National Health and Medical Research Council Centre of Research Excellence on Frailty and Healthy Ageing, University of Adelaide, Adelaide, SA, Australia.,Aged and Extended Care Services, The Queen Elizabeth Hospital, Central Adelaide Local Health Network, Adelaide, SA, Australia
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Loder CM, Minadeo L, Jimenez L, Luna Z, Ross L, Rosenbloom N, Stalburg CM, Harris LH. Bridging the Expertise of Advocates and Academics to Identify Reproductive Justice Learning Outcomes. TEACHING AND LEARNING IN MEDICINE 2020; 32:11-22. [PMID: 31293184 DOI: 10.1080/10401334.2019.1631168] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Phenomenon: Reproductive justice (RJ) is defined by women of color advocates as the right to have children, not have children and parent children while maintaining reproductive autonomy. In the United States, physicians have been complicit in multiple historical reproductive injustices, involving coercive sterilization of thousands of people of color, low income, and disabilities. Currently, reproductive injustices continue to occur; however, physicians have no formal RJ medical education to address injustices. The objective of this study was to engage leading advocates within the movement using a Delphi method to identify critical components for such a curriculum. Approach: In 2016, we invited 65 RJ advocates and leaders to participate in an expert panel to design RJ medical education. A 3-round Delphi survey was distributed electronically to identify content for inclusion in an RJ curriculum. In the next 2 survey rounds, experts offered feedback and revisions and rated agreement with including content recommendations in the final curriculum. We calculated descriptive statistics to analyze quantitative data. A team with educational expertise wrote learning outcomes based on expert content recommendations. Findings: Of the 65 RJ advocates and leaders invited, 41 participated on the expert panel of the Delphi survey. In the first survey, the expert panel recommended 58 RJ content areas through open-ended response. Over the next 2 rounds, there was consensus among the panel to include 52 of 58 of these areas in the curriculum. Recommended content fell into 11 broad domains: access, disparities, and structural competency; advocacy; approaches to reproductive healthcare; contemporary law and policy; cultural safety; historical injustices; lesbian, gay, bisexual, transgender, queer/questioning, and intersex health; oppression, power, and bias training; patient care; reproductive health; and RJ definitions. The 97 learning outcomes created from this process represented both unique and existing educational elements. Insights: A collaborative methodology infused with RJ values can bridge experts in advocacy and academics. New learning outcomes identified through this process can enhance medical education; however, it is just as important to consider education in RJ approaches to care as it is knowledge about that care. We must explore the pedagogic process of RJ medical education while considering that expertise in this area may exist outside of the medical community and thus there is a need to partner with RJ advocates. Finally, we expect to use innovative teaching methods to transform medical education and achieve an RJ focus.
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Affiliation(s)
- Charisse M Loder
- Department of Obstetrics and Gynecology, University of Michigan Medical School, Ann Arbor, Michigan, USA
| | - Leah Minadeo
- Department of Obstetrics and Gynecology, University of Michigan Medical School, Ann Arbor, Michigan, USA
| | - Laura Jimenez
- California Latinas for Reproductive Justice, Los Angeles, California, USA
| | - Zakiya Luna
- Department of Sociology, University of California, Santa Barbara, Santa Barbara, California, USA
| | - Loretta Ross
- Women's Studies, Hampshire College, Amherst, Massachusetts, USA
| | - Nancy Rosenbloom
- Legal Advocacy, National Advocates for Pregnant Women, New York, New York, USA
| | - Caren M Stalburg
- Department of Obstetrics and Gynecology, University of Michigan Medical School, Ann Arbor, Michigan, USA
| | - Lisa H Harris
- Department of Obstetrics and Gynecology, University of Michigan Medical School, Ann Arbor, Michigan, USA
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Andersen S, Stentoft D, Emmersen J, Rasmussen S, Birkelund S, Nøhr S. Contention over undergraduate medical curriculum content. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2019; 10:230-231. [PMID: 31859263 PMCID: PMC7246117 DOI: 10.5116/ijme.5de7.7516] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/10/2019] [Accepted: 12/04/2019] [Indexed: 06/10/2023]
Affiliation(s)
- Stig Andersen
- Department of Clinical Medicine, Faculty of Medicine, Aalborg University, Denmark
| | - Diana Stentoft
- Department of Health Science and Technology, Faculty of Medicine, Aalborg University, Denmark
| | | | - Sten Rasmussen
- Department of Clinical Medicine, Faculty of Medicine, Aalborg University, Denmark
| | - Svend Birkelund
- Department of Health Science and Technology, Faculty of Medicine, Aalborg University, Denmark
| | - Susanne Nøhr
- Department of Clinical Medicine, Faculty of Medicine, Aalborg University, Denmark
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Practical Guidelines for Physicians in Promoting Oral Health in Frail Older Adults. J Am Med Dir Assoc 2019; 19:1039-1046. [PMID: 30471798 DOI: 10.1016/j.jamda.2018.10.007] [Citation(s) in RCA: 38] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2018] [Revised: 10/01/2018] [Accepted: 10/05/2018] [Indexed: 11/24/2022]
Abstract
Good oral health in old age is particularly important for maintaining adequate oral function, preventing pain and discomfort, controlling localized or systemic inflammation, sustaining social interaction, and preserving quality of life. Given that oral health is an integral part of general health and well-being, and that major chronic systemic and oral diseases share common risk factors, oral health prevention and promotion should be embedded within routine medical assessment and care provision. The role of medical physicians, particularly primary care physicians, geriatricians, and elderly care physicians, in community and long-term care facilities in assessing and promoting oral health in frail older adults is critical and has been emphasized in recent European recommendations. All physicians should appreciate the importance of oral health and incorporate an initial oral health screening into routine medical assessment and care. A short interview with patients and carers on current oral health practices may help to assess the risk for rapid oral health deterioration. The interview should be followed by an oral health assessment, using validated tools, for nondental health care providers. Based on these findings, the physician should decide on necessary follow-up procedures, which may include oral health counseling and/or dental referral. Oral health counseling should include advice on daily oral, mucosal, and denture hygiene; denture maintenance; dietary advice; smoking cessation; limitation of harmful alcohol consumption; management of xerostomia; and frequent dental review. To enable physicians to perform the tasks recommended in this publication, appropriate teaching at both undergraduate and postgraduate levels must be delivered in addition to provision of appropriate continuing education courses.
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Massive open online courses (MOOCs) for long-distance education in geriatric medicine across Europe. Eur Geriatr Med 2019; 10:989-994. [DOI: 10.1007/s41999-019-00252-7] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2019] [Accepted: 10/09/2019] [Indexed: 11/26/2022]
Abstract
AbstractPurposeTo cover the increasing need for professional knowledge, skills and competences in the care of older people, new learning techniques have been developed. Using the Internet to provide educational material has come into focus of many academic institutions as the learning content can easily be transferred to a larger audience. Since the first launch of a “massive open online course” (MOOC) in 2008, this educational format has raised increasing interest among education experts. The current publication provides insight into the new format of MOOCs in general and specifically describes a MOOC developed by a Pan-European Consortium “Screening for Chronic Kidney Disease (CKD) among Older People across Europe” (SCOPE), a project funded by the European Commission under the umbrella of the Horizon 2020 program.MethodsTechnical background, learning theories and content of the MOOC of the SCOPE project are presented in this overview.ResultsThe MOOC of the SCOPE project is provided on the MOOC ICT platform iMoox. The courses are built up of video clips, textual descriptions, graphics, animations and audio designed with a clear structure and learning goals. The concise video clips with a maximum length of 15–20 min are equipped with additional learning material such as documents, links and asynchronous communication opportunities.ConclusionMOOCs are recognized as a contemporary approach to transfer required knowledge and skills not only in general but also in geriatric medicine, as the health and social care environment is ever-changing and becoming more complex.
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Jaafari F, Delavari S, Bazrafkan L. Evaluation of the geriatric curriculum implemented at Shiraz University of Medical Sciences, Iran, since 2017: A qualitative study. F1000Res 2019. [DOI: 10.12688/f1000research.16040.2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/24/2022] Open
Abstract
Background: Recently, there has been an increase in life expectancy due to improvements in nutrition, health, and sanitation. The aim of this study was to evaluate the geriatric curriculum in the field of general medicine at Shiraz University of Medical Sciences (SUMS), Iran to improve the quality of services provided to this population in the community. Methods: This was a qualitative study. Six educational hospitals and ambulatory centers of Shiraz University of Medical Sciences participated in this study. Within these centers, 15 medical education faculty members and educational experts, 6 medical students, 6 elderly patients and 6 nurses working in the university related to the geriatric field were selected using purposive sampling. Data were gathered through semi-structured interviews, focus group discussion and field observations in the teaching hospital and ambulatory setting of SUMS from June 2017 to May 2018. Based on the qualitative research, the data underwent conventional content analysis and the main themes were developed from this. Results: Three main themes were extracted from the data: effective clinical education, geriatrics curriculum challenges and promotion strategies for geriatric medicine. Subcategories that emerged were a competent curriculum teacher, a challenging program, management of resources, promotion of the program, and the revision required in the curriculum, which were related to other concepts and described in the real-world situation of the geriatric curriculum in the university, as observed in field observations. Conclusions: This study identified three concepts as main themes that can be used to explain how to implement a geriatric curriculum in a medical university. The main contributing factor to different views of the participants was identified as the revision required to the curriculum for integrative care in a geriatric patient. This should be taken into consideration while planning any programs and decisions aimed at education of medical students on this topic.
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Abstract
OBJECTIVE The General Medical Council (GMC) recommends medical schools to develop and implement curricula enabling students to achieve the required learning outcomes. UK medical schools follow the GMC's Outcomes for graduates, which are generic. GMC plans to introduce a national Medical Licensing Assessment (MLA) for the medical graduates wanting to practise medicine in the UK in 2022. With no standardised or unified undergraduate (UG) curriculum in UK, various specialties have expressed concerns about not being represented in medical schools and developed specialty-specific core curricula. The aim of this review was to identify learned bodies who have developed a core curriculum for UK medical schools and highlight the drivers, gaps and future approaches to curricular development and implementation. METHODS A literature search was conducted using online databases (EMBASE, MEDLINE, ERIC, HMIC, PubMed and CDSR), search engines and related websites (Google and Google Scholar, Department of Health, GMC and BMA) for relevant articles from 1996 to 5 March 2019 (~20 years). A methodological framework to map the key concepts of UG medical curriculum was followed. Any relevant body with a core curriculum for UK medical UGs was included. RESULTS A total of 1283 articles were analysed with 31 articles included in the qualitative synthesis, comprising 26 specialties (clinical n=18, foundation subjects n=4 and professionalism related n=4). WHO, European and national (eg, Royal Colleges of UK) specialty bodies provided specific core learning outcomes for the medical graduates. Patient safety, disease burden, needs of society and inadequate preparedness of medical graduates were drivers for the development of these curricula. CONCLUSIONS This is the first comprehensive review of literature on UG core curricula recommending minimum standards on knowledge and skills, in alignment with GMC's Outcomes for graduates for all the UK medical students. Adopting and assessing unified standards would help reduce variability across UK medical schools for both generic and specialty-specific competencies.
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Affiliation(s)
- Maulina Sharma
- Medical Education Centre, School of Medicine, University of Nottingham, Nottingham, UK
- Dermatology, University Hospitals of Derby & Burton NHS Foundation Trust, Derby, UK
| | - Ruth Murphy
- School of Medicine, University of Nottingham, Nottingham, UK
| | - Gillian A Doody
- Medical Education Centre, School of Medicine, University of Nottingham, Nottingham, UK
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Castillo J, Caruana C, Morgan P, Westbrook C, Mizzi A. Development of an inventory of biomedical imaging physics learning outcomes for MRI radiographers. Radiography (Lond) 2019; 25:202-206. [DOI: 10.1016/j.radi.2019.01.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2018] [Revised: 12/23/2018] [Accepted: 01/03/2019] [Indexed: 10/27/2022]
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Ellis G, Sevdalis N. Understanding and improving multidisciplinary team working in geriatric medicine. Age Ageing 2019; 48:498-505. [PMID: 30855656 DOI: 10.1093/ageing/afz021] [Citation(s) in RCA: 72] [Impact Index Per Article: 14.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2018] [Revised: 01/30/2019] [Indexed: 11/14/2022] Open
Abstract
Geriatric medicine is a speciality that has historically relied on team working to best serve patients. The nature of frailty in older people means that people present with numerous comorbidities, which in turn require a team-based approach to be managed, including allied health professionals, social work and nursing alongside medicine. The 'engine room' of the speciality has thus for many years been the multidisciplinary team (MDT) meeting-something other specialities have discovered only recently. Yet, rather paradoxically, the speciality has been slow compared to others (e.g. trauma, surgery, cancer) to reflect more formally on how team working can be enhanced, trained and supported in geriatric teams. This paper is a reflective review, grounded on our respective expertise in geriatric medicine and improvement science, on practice and its changing patterns within geriatric medicine, and the role of MDTs within it (Part 1). It offers a perspective from behavioural safety science, which has been studying team-working in healthcare for the last 20 years (Part 2) and concludes with practical suggestions, based on evidence, on how to integrate evidence and best practice into modern geriatric medicine-to address current and future challenges (Part 3).
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Affiliation(s)
- Graham Ellis
- Department of Medicine for the Elderly, Monklands Hospital, Monkscourt Avenue, Airdrie, UK
| | - Nick Sevdalis
- King's College London, Institute of Psychiatry, Psychology & Neuroscience Centre for Implementation Science, Health Service and Population Research Department, PO 28, David Goldberg Centre, De Crespigny Park, Denmark Hill London, UK
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44
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Seppala LJ, van der Velde N, Masud T, Blain H, Petrovic M, van der Cammen TJ, Szczerbińska K, Hartikainen S, Kenny RA, Ryg J, Eklund P, Topinková E, Mair A, Laflamme L, Thaler H, Bahat G, Gutiérrez-Valencia M, Caballero-Mora MA, Landi F, Emmelot-Vonk MH, Cherubini A, Baeyens JP, Correa-Pérez A, Gudmundsson A, Marengoni A, O'Mahony D, Parekh N, Pisa FE, Rajkumar C, Wehling M, Ziere G. EuGMS Task and Finish group on Fall-Risk-Increasing Drugs (FRIDs): Position on Knowledge Dissemination, Management, and Future Research. Eur Geriatr Med 2019; 10:275-283. [PMID: 34652762 DOI: 10.1007/s41999-019-00162-8] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Falls are a major public health concern in the older population, and certain medication classes are a significant risk factor for falls. However, knowledge is lacking among both physicians and older people, including caregivers, concerning the role of medication as a risk factor. In the present statement, the European Geriatric Medicine Society (EuGMS) Task and Finish group on fall-risk-increasing drugs (FRIDs), in collaboration with the EuGMS Special Interest group on Pharmacology and the European Union of Medical Specialists (UEMS) Geriatric Medicine Section, outlines its position regarding knowledge dissemination on medication-related falls in older people across Europe. The EuGMS Task and Finish group is developing educational materials to facilitate knowledge dissemination for healthcare professionals and older people. In addition, steps in primary prevention through judicious prescribing, deprescribing of FRIDs (withdrawal and dose reduction), and gaps in current research are outlined in this position paper.
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Affiliation(s)
- L J Seppala
- Department of Internal Medicine, Section of Geriatric Medicine, Amsterdam Public Health Research Institute, Amsterdam UMC, University of Amsterdam, Meibergdreef 9, 1105AZ, Amsterdam, The Netherlands
| | - N van der Velde
- Department of Internal Medicine, Section of Geriatric Medicine, Amsterdam Public Health Research Institute, Amsterdam UMC, University of Amsterdam, Meibergdreef 9, 1105AZ, Amsterdam, The Netherlands.
| | - T Masud
- Nottingham University Hospitals NHS Trust, Nottingham, UK
| | - H Blain
- Department of Internal Medicine and Geriatrics, University Hospital of Montpellier, Montpellier University, Euromov, France
| | - M Petrovic
- Department of Internal Medicine (Geriatrics), Ghent University, Ghent, Belgium
| | - T J van der Cammen
- Faculty of Industrial Design Engineering, Delft University of Technology, Delft, The Netherlands
| | - K Szczerbińska
- Unit for Research on Aging Society, Department of Sociology of Medicine, Epidemiology and Preventive Medicine Chair, Faculty of Medicine, Jagiellonian University Medical College, Krakow, Poland
| | - S Hartikainen
- School of Pharmacy, University of Eastern Finland, Kuopio, Finland
| | - R A Kenny
- The Irish Longitudinal Study on Ageing (TILDA), Trinity College Dublin, Dublin 2, Ireland.,Department of Medical Gerontology, School of Medicine, Trinity College Dublin, Dublin 2, Ireland.,Falls and Syncope Unit, Mercer's Institute for Successful Ageing, St. James's Hospital, Dublin 8, Ireland
| | - J Ryg
- Department of Geriatric Medicine, Odense University Hospital, Odense, Denmark.,Geriatric Research Unit, Department of Clinical Research, University of Southern Denmark, Odense, Denmark
| | - P Eklund
- Department of Computing Science, Umeå University, Umeå, Sweden
| | - E Topinková
- Department of Geriatrics and Gerontology, 1st Faculty of Medicine, Charles University, Prague, Czech Republic.,Faculty of Health and Social Sciences, South Bohemian University, Česke Budějovice, Czech Republic
| | - A Mair
- Effective Prescribing and Therapeutics, Health and Social Care Directorate, Scottish Government, Edinburgh, Scotland, UK
| | - L Laflamme
- Department of Public Health Sciences, Karolinska Institutet, Tomtebodavägen 18A, Widerströmska huset, 17177, Stockholm, Sweden
| | - H Thaler
- Trauma Center Wien-Meidling, Kundratstrasse 37, 1120, Vienna, Austria
| | - G Bahat
- Istanbul Medical School, Department of Internal Medicine, Division of Geriatrics, Istanbul University, Capa, 34093, Istanbul, Turkey
| | - M Gutiérrez-Valencia
- Department of Health Sciences, Public University of Navarra (UPNA), Avda, Barañain s/n, 31008, Pamplona, Spain
| | - M A Caballero-Mora
- Servicio de Geriatría, Hospital Universitario de Getafe and CIBER de Fragilidad y Envejecimiento Saludable, Getafe, Madrid, Spain
| | - F Landi
- Department of Gerontology, Neuroscience and Orthopedics, Catholic University of the Sacred Heart, Rome, Italy
| | - M H Emmelot-Vonk
- Department of Geriatrics, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
| | | | - A Cherubini
- Geriatria, Accettazione geriatrica e Centro di ricerca per l'Invecchiamento, Italian National Research Center on Aging (INRCA), Ancona, Italy
| | - J P Baeyens
- University of Luxembourg, Ezch-sur-Alzette, Luxembourg.,AZ Alma, Eeklo, Belgium
| | - A Correa-Pérez
- Servicio de Geriatría, Hospital Universitario Ramón y Cajal (IRYCIS), Madrid, Spain
| | - A Gudmundsson
- Landspitali University Hospital, Reykjavik, Iceland.,Faculty of Medicine, University of Iceland, Reykjavik, Iceland
| | - A Marengoni
- Department of Clinical and Experimental Science, University of Brescia, Brescia, Italy
| | - D O'Mahony
- Department of Geriatric Medicine, Cork University Hospital, Cork, Ireland.,Department of Medicine, University College Cork, Cork, Ireland
| | - N Parekh
- Academic Department of Geriatric Medicine, Brighton and Sussex Medical School, Brighton, Sussex, UK
| | - F E Pisa
- Department of Clinical Epidemiology, Leibniz Institute for Prevention Research and Epidemiology-BIPS, Bremen, Germany.,Institute of Hygiene and Clinical Epidemiology, University Hospital of Udine, Udine, Italy
| | - C Rajkumar
- Department of Elderly Medicine, Brighton and Sussex University Hospitals NHS Trust, Sussex, UK
| | - M Wehling
- Institute of Clinical Pharmacology Mannheim, University of Heidelberg, Heidelberg, Germany
| | - G Ziere
- Department of Internal Medicine, Erasmus MC, University Medical Centre Rotterdam, Rotterdam, The Netherlands.,Department of Epidemiology, Erasmus MC, University Medical Centre Rotterdam, Rotterdam, The Netherlands
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Seppala LJ, van der Velde N, Masud T, Blain H, Petrovic M, van der Cammen TJ, Szczerbińska K, Hartikainen S, Kenny RA, Ryg J, Eklund P, Topinková E, Mair A, Laflamme L, Thaler H, Bahat G, Gutiérrez-Valencia M, Caballero-Mora MA, Landi F, Emmelot-Vonk MH, Cherubini A, Baeyens JP, Correa-Pérez A, Gudmundsson A, Marengoni A, O'Mahony D, Parekh N, Pisa FE, Rajkumar C, Wehling M, Ziere G. EuGMS Task and Finish group on Fall-Risk-Increasing Drugs (FRIDs): Position on Knowledge Dissemination, Management, and Future Research. Drugs Aging 2019; 36:299-307. [PMID: 30741371 PMCID: PMC6435622 DOI: 10.1007/s40266-018-0622-7] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
Falls are a major public health concern in the older population, and certain medication classes are a significant risk factor for falls. However, knowledge is lacking among both physicians and older people, including caregivers, concerning the role of medication as a risk factor. In the present statement, the European Geriatric Medicine Society (EuGMS) Task and Finish group on fall-risk-increasing drugs (FRIDs), in collaboration with the EuGMS Special Interest group on Pharmacology and the European Union of Medical Specialists (UEMS) Geriatric Medicine Section, outlines its position regarding knowledge dissemination on medication-related falls in older people across Europe. The EuGMS Task and Finish group is developing educational materials to facilitate knowledge dissemination for healthcare professionals and older people. In addition, steps in primary prevention through judicious prescribing, deprescribing of FRIDs (withdrawal and dose reduction), and gaps in current research are outlined in this position paper.
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Affiliation(s)
- L J Seppala
- Department of Internal Medicine, Section of Geriatric Medicine, Amsterdam Public Health Research Institute, Amsterdam UMC, University of Amsterdam, Meibergdreef 9, 1105AZ, Amsterdam, The Netherlands
| | - N van der Velde
- Department of Internal Medicine, Section of Geriatric Medicine, Amsterdam Public Health Research Institute, Amsterdam UMC, University of Amsterdam, Meibergdreef 9, 1105AZ, Amsterdam, The Netherlands.
| | - T Masud
- Nottingham University Hospitals NHS Trust, Nottingham, UK
| | - H Blain
- Department of Internal Medicine and Geriatrics, University Hospital of Montpellier, Montpellier University, Euromov, France
| | - M Petrovic
- Department of Internal Medicine (Geriatrics), Ghent University, Ghent, Belgium
| | - T J van der Cammen
- Faculty of Industrial Design Engineering, Delft University of Technology, Delft, The Netherlands
| | - K Szczerbińska
- Unit for Research on Aging Society, Department of Sociology of Medicine, Epidemiology and Preventive Medicine Chair, Faculty of Medicine, Jagiellonian University Medical College, Krakow, Poland
| | - S Hartikainen
- School of Pharmacy, University of Eastern Finland, Kuopio, Finland
| | - R A Kenny
- The Irish Longitudinal Study on Ageing (TILDA), Trinity College Dublin, Dublin 2, Ireland
- Department of Medical Gerontology, School of Medicine, Trinity College Dublin, Dublin 2, Ireland
- Falls and Syncope Unit, Mercer's Institute for Successful Ageing, St. James's Hospital, Dublin 8, Ireland
| | - J Ryg
- Department of Geriatric Medicine, Odense University Hospital, Odense, Denmark
- Geriatric Research Unit, Department of Clinical Research, University of Southern Denmark, Odense, Denmark
| | - P Eklund
- Department of Computing Science, Umeå University, Umeå, Sweden
| | - E Topinková
- Department of Geriatrics and Gerontology, 1st Faculty of Medicine, Charles University, Prague, Czech Republic
- Faculty of Health and Social Sciences, South Bohemian University, Česke Budějovice, Czech Republic
| | - A Mair
- Effective Prescribing and Therapeutics, Health and Social Care Directorate, Scottish Government, Edinburgh, Scotland, UK
| | - L Laflamme
- Department of Public Health Sciences, Karolinska Institutet, Tomtebodavägen 18A, Widerströmska huset, 17177, Stockholm, Sweden
| | - H Thaler
- Trauma Center Wien-Meidling, Kundratstrasse 37, 1120, Vienna, Austria
| | - G Bahat
- Istanbul Medical School, Department of Internal Medicine, Division of Geriatrics, Istanbul University, Capa, 34093, Istanbul, Turkey
| | - M Gutiérrez-Valencia
- Department of Health Sciences, Public University of Navarra (UPNA), Avda, Barañain s/n, 31008, Pamplona, Spain
| | - M A Caballero-Mora
- Servicio de Geriatría, Hospital Universitario de Getafe and CIBER de Fragilidad y Envejecimiento Saludable, Getafe, Madrid, Spain
| | - F Landi
- Department of Gerontology, Neuroscience and Orthopedics, Catholic University of the Sacred Heart, Rome, Italy
| | - M H Emmelot-Vonk
- Department of Geriatrics, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
| | - A Cherubini
- Geriatria, Accettazione geriatrica e Centro di ricerca per l'Invecchiamento, Italian National Research Center on Aging (INRCA), Ancona, Italy
| | - J P Baeyens
- University of Luxembourg, Ezch-sur-Alzette, Luxembourg
- AZ Alma, Eeklo, Belgium
| | - A Correa-Pérez
- Servicio de Geriatría, Hospital Universitario Ramón y Cajal (IRYCIS), Madrid, Spain
| | - A Gudmundsson
- Landspitali University Hospital, Reykjavik, Iceland
- Faculty of Medicine, University of Iceland, Reykjavik, Iceland
| | - A Marengoni
- Department of Clinical and Experimental Science, University of Brescia, Brescia, Italy
| | - D O'Mahony
- Department of Geriatric Medicine, Cork University Hospital, Cork, Ireland
- Department of Medicine, University College Cork, Cork, Ireland
| | - N Parekh
- Academic Department of Geriatric Medicine, Brighton and Sussex Medical School, Brighton, Sussex, UK
| | - F E Pisa
- Department of Clinical Epidemiology, Leibniz Institute for Prevention Research and Epidemiology-BIPS, Bremen, Germany
- Institute of Hygiene and Clinical Epidemiology, University Hospital of Udine, Udine, Italy
| | - C Rajkumar
- Department of Elderly Medicine, Brighton and Sussex University Hospitals NHS Trust, Sussex, UK
| | - M Wehling
- Institute of Clinical Pharmacology Mannheim, University of Heidelberg, Heidelberg, Germany
| | - G Ziere
- Department of Internal Medicine, Erasmus MC, University Medical Centre Rotterdam, Rotterdam, The Netherlands
- Department of Epidemiology, Erasmus MC, University Medical Centre Rotterdam, Rotterdam, The Netherlands
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Roller-Wirnsberger R, Masud T, Vassallo M, Zöbl M, Reiter R, Van Den Noortgate N, Petermans J, Petrov I, Topinkova E, Andersen-Ranberg K, Saks K, Nuotio M, Bonin-Guillaume S, Lüttje D, Mestheneos E, Szekacs B, Jonsdottir AB, O’Neill D, Cherubini A, Macijauskiene J, Leners JC, Fiorini A, van Iersel M, Ranhoff AH, Kostka T, Duque S, Prada GI, Davidovic M, Krajcik S, Kolsek M, del Nozal JM, Ekdahl AW, Münzer T, Savas S, Knight P, Gordon A, Singler K. European postgraduate curriculum in geriatric medicine developed using an international modified Delphi technique. Age Ageing 2019; 48:291-299. [PMID: 30423032 PMCID: PMC6424375 DOI: 10.1093/ageing/afy173] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2018] [Revised: 09/14/2018] [Indexed: 11/12/2022] Open
Abstract
BACKGROUND the European Union of Medical Specialists (UEMS-GMS) recommendations for training in Geriatric Medicine were published in 1993. The practice of Geriatric Medicine has developed considerably since then and it has therefore become necessary to update these recommendations. METHODS under the auspices of the UEMS-GMS, the European Geriatric Medicine Society (EuGMS) and the European Academy of Medicine of Ageing (EAMA), a group of experts, representing all member states of the respective bodies developed a new framework for education and training of specialists in Geriatric Medicine using a modified Delphi technique. Thirty-two expert panel members from 30 different countries participated in the process comprising three Delphi rounds for consensus. The process was led by five facilitators. RESULTS the final recommendations include four different domains: 'General Considerations' on the structure and aim of the syllabus as well as quality indicators for training (6 sub-items), 'Knowledge in patient care' (36 sub-items), 'Additional Skills and Attitude required for a Geriatrician' (9 sub-items) and a domain on 'Assessment of postgraduate education: which items are important for the transnational comparison process' (1 item). CONCLUSION the current publication describes the development of the new recommendations endorsed by UEMS-GMS, EuGMS and EAMA as minimum training requirements to become a geriatrician at specialist level in EU member states.
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Affiliation(s)
| | - Tahir Masud
- Department of Healthcare for Older People, Nottingham University Hospitals NHS Trust, Derby Road, Nottingham, UK
| | - Michael Vassallo
- Royal Bournemouth and Christchurch NHS Hospitals Foundation Trust, Castle Lane East, Bournemouth, UK
| | - Martina Zöbl
- Department of Internal Medicine, Medical University of Graz, Auenbruggerplatz 15, Graz, Austria
| | - Raphael Reiter
- Department of Geriatric Medicine, Paracelsus Medical University Strubergasse 22, Salzburg, Austria
| | - Nele Van Den Noortgate
- Department of Geriatric Medicine, Ghent University Hospital Corneel Heymanslaan 10, Gent, Belgium
| | - Jean Petermans
- Geriatric Department, CHU Rue de Gaillarmont 600, Liège, Belgium
| | - Ignat Petrov
- Clinical Centre of Endocrinology and Gerontology, Medical University of SofiaBoulevard “Akademik Ivan Evstratiev Geshov” 15, Sofia Center, Sofia, Bulgaria
| | - Eva Topinkova
- Department of Gerontology and Geriatrics, 1st Faculty of Medicine, Charles University and General Faculty HospitalOvocný trh 3-5, Staré Město, Czechia
| | - Karen Andersen-Ranberg
- Department of Geriatric Medicine, Odense University Hospital and Department of Clinical Research, University of Southern Denmark, J. B. Winsløws Vej 4, Odense, Denmark
| | - Kai Saks
- Department of Internal Medicine, University of Tartu, Ülikooli 18, Tartu, Estonia
| | - Maria Nuotio
- Department of Geriatric Medicine, Seinäjoki Central Hospital, Hanneksenrinne 7, Seinäjoki, Finland
- Department of Geriatrics, University of Turku, Turku, Finland
| | - Sylvie Bonin-Guillaume
- Department of Geriatric Medicine, Hopital de la Timone, 264 Rue Saint Pierre, 13005 Marseille 05, Provence-Alpes-Côte d'Azur, France
| | - Dieter Lüttje
- Medizinische Klinik IV, Geriatrie und Palliativmedizin, Klinikum Osnabrück, Germany
| | - Elizabeth Mestheneos
- Hellenic Association of Gerontology and Geriatrics, Past President Age Platform Europe, Greece
| | - Bela Szekacs
- Hungarian Association of Gerontology and Geriatrics (HAGG)
| | - Anna Björg Jonsdottir
- Department of Geriatric Medicine, The National University Hospital of Iceland Landakoti, 101, Reykjavík Iceland
| | - Desmond O’Neill
- Department of Clinical Gerontology, College Green, Dublin 2, Ireland
| | - Antonio Cherubini
- Geriatria, Accettazione geriatrica e Centro di ricerca per l’invecchiamento, IRCCS INRCA, Ancona, Italia
| | - Jurate Macijauskiene
- Department of Geriatrics, The Faculty of Nursing, Medical Academy Lithuanian, University of Health Sciences, A. Mickevičiaus g. 9, Kaunas, Lithuania
| | - Jean-Claude Leners
- House Omega & LTCF Alzheimer, University of Luxembourg, 2, avenue de l'Université, Esch-sur-Alzette, Luxembourg
| | - Anthony Fiorini
- The Geriatric Medicine Society of Malta, Karin Grech Hospital, Telghat Gwardamangia, Pieta' Malta PTA, Malta
| | - Marianne van Iersel
- Department of Geriatric Medicine, Radboud University Medical Centre, Geert Grooteplein Zuid 10, Nijmegen, Netherlands
| | | | - Tomasz Kostka
- Department of Geriatrics, Medical University of Lodz, plac Hallera 1, Łódź, Poland
| | - Sofia Duque
- Internal Medicine Specialist with Geriatrics Competence, Orthogeriatric Unit Coordinator, Internal Medicine Department, Hospital São Francisco Xavier, Centro Hospitalar de Lisboa, Ocidental, Invited Lecturer of Geriatrics, Faculdade de Medicina, Universidade de Lisboa, Estr. Forte do Alto Duque, Lisboa, Portugal
| | - Gabriel Ioan Prada
- Faculty of Medicine, Carol Davila University of Medicine and Pharmacy, Ana Aslan National Institute of Gerontology and Geriatrics, Romania
| | - Mladen Davidovic
- Serbian Association of Geriatricians and Gerontologist, Udruženje gerijatara i gerontologa Srbije, Preševska 31, Beograd, Serbia
| | - Stefan Krajcik
- Geriatric Department, Slovak Medical University, 831 01 Bratislava, Slovakia
| | - Marko Kolsek
- Department of Family Medicine, Faculty of Medicine, University of Ljubljana Korytkova ulica 2, Ljubljana, Slovenia
| | | | - Anne W Ekdahl
- Department of Clinical Sciences Helsingborg, Helsingborg Hospital, Lund University, Svartbrödragränden 3-5, Helsingborg, Sweden
- Department of Neurobiology, Care Sciences and Society (NVS), Division of Clinical geriatrics, Solnavägen 1, Solna, Sweden
| | - Thomas Münzer
- Department of Geriatrics, Geriatrische Klinik St. Gallen and University of Zürich, Zürich, Switzerland
| | - Sumru Savas
- Section of Geriatrics, Department of Internal Medicine, School of Medicine, Ege University Erzene Mahallesi, Bornova/İzmir, Turkey
| | - Paul Knight
- Department Geriatric Medicine, Royal Infirmary, Glasgow, UK
| | - Adam Gordon
- CLAHRC-East Midlands ‘Caring for Older People and Stroke Survivors’ (COPSS), Nottingham Biomedical Research Centre (BRC)
| | - Katrin Singler
- Institute of Biomedicine of Ageing, Friedrich Alexander University Erlangen, Schloßplatz 4, Erlangen, Germany
- Department of Geriatrics, Klinikum Nürnberg, Paracelsus Private Medical University, Prof.-Ernst-Nathan-Straße 1, Nürnberg, Germany
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Mateos-Nozal J, Farré-Mercadé MV, Cruz-Jentoft AJ, Ribera Casado JM. [Ten recommendations to improve undergraduate training in Geriatric Medicine]. Rev Esp Geriatr Gerontol 2019; 54:203-206. [PMID: 30777383 DOI: 10.1016/j.regg.2018.12.005] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2018] [Accepted: 12/03/2018] [Indexed: 11/29/2022]
Abstract
INTRODUCTION Population ageing and scientific progress have made specific training in Geriatrics essential for any medical students. There are different international recommendations on the teaching of Geriatric Medicine at undergraduate level, but they are still far from being offered systematically. The aim of this work was to develop a National list of recommendations in order to improve training in Geriatric Medicine at the undergraduate level. MATERIAL AND METHODS A list of 10 recommendations was produced by reflecting on the Geriatric training situation in Spain in 2016/2017 and international recommendations. Consensus was reached among the members of the Spanish Society of Geriatrics and Gerontology (SEGG) working group on «Geriatric training at undergraduate level» through 2meetings and online discussions. RESULTS A list of 10 of recommendations on Geriatric training in Spanish Medical Schools is proposed, including areas such as, the status of the discipline in the curriculum, length, contents, practical training, lecturers, teaching methods, and innovation. CONCLUSIONS These recommendations are intended to improve Geriatrics training. They can be used by different Medical Schools either to adapt their programs or to start training in Geriatric Medicine.
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Affiliation(s)
- Jesus Mateos-Nozal
- Servicio de Geriatría, Hospital Universitario Ramón y Cajal, Madrid, España.
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Lucchetti ALG, Duarte BSVF, de Assis TV, Laurindo BO, Lucchetti G. Is it possible to teach Geriatric Medicine in a stimulating way? Measuring the effect of active learning activities in Brazilian medical students. Australas J Ageing 2019; 38:e58-e66. [PMID: 30761707 DOI: 10.1111/ajag.12626] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2018] [Revised: 01/13/2019] [Accepted: 01/14/2019] [Indexed: 11/29/2022]
Abstract
OBJECTIVE To describe the experience of a Brazilian medical school in implementing different active methods to teach Geriatric Medicine, reporting the students' opinions and satisfaction with the classes and comparing pre- and postcourse measurements of knowledge, attitudes and skills. METHODS A total of 166 third-year medical students received different active theoretical-practical activities for teaching Geriatric Medicine and their knowledge, attitudes, clinical skills and satisfaction were investigated. RESULTS All activities had good acceptance among students ranging from 8.54 in the activity "Walking aids" to 9.81 in the activity "Nursing Home visit" (ranging 0-10). After the course, students had better attitudes towards older persons (r = 0.55-0.81, P < 0.001), better knowledge (r = 0.84, P < 0.001), greater empathy (r = 0.51, P < 0.001) and better clinical skills (r = 0.86, P < 0.001). Finally, the course was evaluated positively by the students. CONCLUSION New active Geriatric Medicine learning activities resulted in improvement in medical students knowledge, attitudes and skills.
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Affiliation(s)
- Alessandra L G Lucchetti
- Division of Geriatrics, School of Medicine, Federal University of Juiz de Fora, Juiz de Fora, Brazil.,Department of Medical Education, School of Medicine, Federal University of Juiz de Fora, Juiz de Fora, Brazil
| | - Bruna S V F Duarte
- Department of Medical Education, School of Medicine, Federal University of Juiz de Fora, Juiz de Fora, Brazil
| | - Thaís V de Assis
- Department of Medical Education, School of Medicine, Federal University of Juiz de Fora, Juiz de Fora, Brazil
| | - Bruna O Laurindo
- Department of Medical Education, School of Medicine, Federal University of Juiz de Fora, Juiz de Fora, Brazil
| | - Giancarlo Lucchetti
- Division of Geriatrics, School of Medicine, Federal University of Juiz de Fora, Juiz de Fora, Brazil.,Department of Medical Education, School of Medicine, Federal University of Juiz de Fora, Juiz de Fora, Brazil
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Eglseer D, Visser M, Volkert D, Lohrmann C. Nutrition education on malnutrition in older adults in European medical schools: need for improvement? Eur Geriatr Med 2019; 10:313-318. [DOI: 10.1007/s41999-018-0154-z] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2018] [Accepted: 12/10/2018] [Indexed: 11/30/2022]
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Kadioglu H, Albayrak S, Ergun A, Yurt S, Gur K, Mert K, Erol S, Esin MN. Achieving consensus on the undergraduate curriculum of public health nursing in Turkey. Public Health Nurs 2018; 36:238-244. [PMID: 30536455 DOI: 10.1111/phn.12576] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2018] [Revised: 11/12/2018] [Accepted: 11/18/2018] [Indexed: 12/01/2022]
Abstract
OBJECTIVE The aim of this study was to construct a consensus on the undergraduate learning objectives and topics for public health nursing (PHN) in Turkey. DESIGN A three-round e-mail-based Delphi study was conducted between May and July 2015 with a national sample. SAMPLE Ninety-one academics from 54 universities were invited as experts to participate by e-mail. Fifty-nine academics from 43 universities participated in the study. MEASUREMENTS Data were analyzed by computing the median, quartiles one and three, and the interquartile range for each learning outcome and topic. Consensus was considered as less than the interquartile range of 1.2. RESULTS Experts who participated in the study added 70 learning outcomes, eight main topics, and 278 sub-topics during the first round. Round I generated 170 learning outcomes, 28 main topics, and 385 sub-topics. At the end of Round II, consensus was reached on 126 learning outcomes, 22 main topics and 168 sub-topics. At the end of Round III, consensus was achieved for 126 learning outcomes, 22 main topics, and 169 sub-topics. CONCLUSION The learning outcomes and topics that were decided upon through a consensus process will contribute to the standardization and development of PHN education.
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Affiliation(s)
- Hasibe Kadioglu
- Department of Public Health Nursing, Marmara University, Istanbul, Turkey
| | - Sevil Albayrak
- Division of Nursing, Kirikkale University, Kirikkale, Turkey
| | - Ayse Ergun
- Department of Public Health Nursing, Marmara University, Istanbul, Turkey
| | - Seher Yurt
- Department of Public Health Nursing, Maltepe University, Istanbul, Turkey
| | - Kamer Gur
- Department of Public Health Nursing, Marmara University, Istanbul, Turkey
| | - Kader Mert
- Department of Public Health Nursing, Bakircay University, Izmir, Turkey
| | - Saime Erol
- Department of Public Health Nursing, Marmara University, Istanbul, Turkey
| | - Melek Nihal Esin
- Department of Community Health Nursing, Florence Nightingale Nursing Faculty, Istanbul University-Cerrahpasa, Istanbul, Turkey
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