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

Evaluation of a blended learning model in geriatric medicine: A successful learning experience for medical students

“…The majority of the learning methods utilised in this rotation have been previously validated. The program includes the content and structure of an integrated 4‐week rotation in geriatric medicine , an evaluation portfolio and a web‐based interactive video game . This time we have assessed whether the combination of all these validated methods is effective as a teaching system that could be easily implemented at other medical schools.…”

“…This compulsory blended program was based on the principles and methodology previously proposed by Duque et al. and included the following elements (summarised in Table ): Eight web‐based interactive modules, covering all the major geriatric syndromes as well as other important elements for the practice of geriatric medicine. The students could complete the required components of each module in any order, although the sequence of modules was fixed.…”

“…To design this rotation, the authors used and adapted a learning model previously implemented at another University, which proposed a novel blended approach to teaching geriatric medicine; however, its effectiveness has never been assessed . This article reports a comprehensive assessment of this novel learning experience by surveying the students' opinion about the system and assessing students' learning using a pre‐ and post‐test design.…”

Teaching Geriatric Medicine in Vietnam: Introduction of an interactive learning module for medical students

“…An understanding of geriatric medicine is essential for provision of appropriate care, but in countries like Vietnam only 12.5% of medical schools have independent units for geriatric medicine [2]. Problem‐based learning (PBL) and guided clinical experiences are recommended teaching styles for geriatric curricula [3,4]. Vietnamese medical courses tend to be traditional, didactic and focused on the biomedical model of patient care, although PBL has recently been introduced in some South‐East Asian medical schools [5].…”

Conception, implantation et utilisation d’un portfolio professionnel étudiant dans un programme de formation en ergothérapie

“…11 Dans une perspective légèrement différente, la tenue d'un portfolio demande à l'étudiant de bien saisir les apprentissages à faire, les compétences à développer, et leur organisation, en permettant leur évaluation (Hadwin et al, 2005). Plusieurs écrits centrent la thématique du portfolio sur l'évaluation des connaissances ou des compétences (Baume et Yorke, 2002;Duque, Bonnycastle, Nazerali, Bailey, Ferrier, Heilpern et Gold, 2003) mais Harden (2001) soutient que le portfolio doit aussi offrir une vision organisée et complète de l'ensemble des contenus du programme de formation. Ce cadre permet à l'étudiant de saisir les éléments clés de sa formation et les liens qui les unissent de même que les quoi, quand, où et comment il apprendra (Harden, 2001).…”