Geriatric assessment in undergraduate geriatric education – a structured interpretation guide improves the quantity and accuracy of the results: a cohort comparison

Abstract

BackgroundWith regard to the growing proportion of elderly multimorbid patients, a sound undergraduate geriatric education becomes more important. Therefore we included the execution and interpretation of a comprehensive geriatric assessment (CGA) into a mandatory two-week clerkship at a general practitioner's office. The present study examined the effect of a guide structuring the students’ considerations when interpreting a CGA on the quantity and accuracy of the documented findings and conclusions.MethodsWe compared random samples out of two cohorts of fourth-year medical students (interpreting the CGA with and without using the structured interpretation guide) completing their clerkship between April 2006 and March 2008 with regard to the content of the CGA interpretation and the grades the students achieved for their clerkship documentation, which were substantially determined by the quantity and accuracy of the documentation and interpretation of the CGA.ResultsThe structured interpretation guide led to significantly more mentions of aspects that have to be considered in geriatric patient care and to a higher documentation rate of respective positive results. Furthermore, students who analysed the CGA by using the interpretation guide achieved significantly better grades.ConclusionsAn additional tool structuring medical students’ considerations when interpreting a CGA increases the quantity and the accuracy of the documented findings and conclusions. This may enhance the students’ learning gain.

Geriatric curriculum at faculties of medicine in Indonesia

“…Issues regarding education on geriatrics and the related competencies are also the concern of medical associations such as the Society for Family Physicians and the Association of Gerontology Higher Education (AGHE), while the Association of International Gerontology and Geriatrics (IAGG) pays more attention to specific themes as e.g. the relationship between generations, but also on advanced teaching methods (3)(4)(5)(6)(7)(8)(9). On the other hand, WHO develops manuals for primary care facilities which provide friendly services for the elderly (10).…”