A Case‐Oriented Web‐Based Curriculum in Geriatrics for Third‐Year Medical Students

Abstract

A case-oriented web-based curriculum in geriatrics was rated favorably by third-year medical students. Students' knowledge increased in key geriatric topics. Student feedback allows for continuous improvement of the curriculum. This model of curricular innovation may be useful for other institutions seeking to develop or enhance geriatric medicine content in the medical school curriculum.

The reported preparedness and disposition by students in a Nigerian university towards the use of information technology for medical education

“…[3,4] The use of computer technology has become an important component of education, as it plays a significant role in all the tiers of education particularly at the medical school level. [2,5,6] IT is a tool that "empowers" the teachers to teach more effectively and makes it easier for the students to understand difficult concepts and skills better. The student can have access to lecture notes, references, course materials and self-assessment questions posted by a lecturer on the internet and they can also take part in a tutorial from a distant location.…”

Building a Learning Experience: The Implementation of a Clerkship in Geriatric Medicine

“…Although the coordination of the appropriate resources with the learning outcomes offers the students an appropriate learning environment, an appropriate transmission of the contents also should be included (Kurth, Silenzio, & Irigoyen, 2002;Swagerty et al, 2000). An innovative method was used to enhance students' learning of content, which was mostly web-based using the well known WebCT TM software as the teaching=learning platform ( Figure 3) (McLean & Murrell, 2002).…”

“…The contents were defined based on two major criteria: contents from other implemented clerkships throughout North America, and published information assessing previous experiences after the implementation of similar clerkships ; Fields et al, 1992;Gold, 1993;Power, Savidge, Allen, & Cooper-Witt 2002;Swagerty, Studenksi, Laird, & Rigler, 2000). We grouped the contents in five different components ( Figure 2) with a group of learning outcomes for each component that include knowledge, skills, and attitudes.…”

Geriatric Pharmacy Education: A Strategic Plan for the Future

“…[44][45][46][47][48][49] Figures 1, 2, and 3 provide examples of established core competencies in geriatrics outlined in the ASCP Foundation Geriatric Pharmacy Curriculum Guide with reference to suggested teaching formats for addressing these educational areas in the curriculum. It is evident from the table that many core competencies can be taught in a wide range of curricular locations using a variety of instructional formats.…”