Medical Education Responds to the 20th Century's Success Story

Vivell, Susan; Solomon, David H.; Beck, John C.

doi:10.1111/j.1532-5415.1987.tb04929.x

Cited by 26 publications

(23 citation statements)

References 12 publications

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“…Similar findings have been reported from the USA. 17 One interesting theme that emerged from these studies was the close relationship identified between the presence of academic departments and the undergraduate training programmes.…”

Section: Teaching Of Geriatric Medicine Nationally and Internationallymentioning

confidence: 98%

Undergraduate education in geriatric medicine

Hasan

2001

Rev. Clin. Gerontol.

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In the developed, as well as developing countries, there is an immediate challenge to ensure an adequate supply of health professionals trained in providing care for older people to meet the needs of increasing numbers. Currently 20% of the population of the United Kingdom (UK) is over 60 – 12 million people. By 2031 this proportion will be nearly a third – 18.6 million people. The largest increases are anticipated among the over-85 age group, from 0.8 million in 1987 to 1.4 million in 2025. In Europe the number of people aged over 80 years will double within the next 25 to 30 years. It is estimated that there will be more than 1.2 billion elderly people in the world by the year 2025 – three-quarters of them living in the developing countries.

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Section: Teaching Of Geriatric Medicine Nationally and Internationallymentioning

confidence: 98%

Undergraduate education in geriatric medicine

Hasan

2001

Rev. Clin. Gerontol.

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“…In 1983, the Association of American Medical Colleges encouraged the development of a specific curriculum content for both preclinical and clinical medical student education (Proceedings of the Regional Institutes, 1983). Most medical schools have had difficulty responding to the recognized need for increased geriatric education (Barry & Ham, 1985;Vivell, Solomon, & Beck, 1987). Constraints to introducing more geriatrics have included an overcrowded curriculum, a scarcity of qualified faculty, the lack of appropriate training sites, and limited financial resources (Gardner & Johnson, 1988;Vivell, Robbins, Solomon, & Beck, 1985).…”

Section: Introductionmentioning

confidence: 98%

Assessment of Geriatric Training by Medical Students

Jogerst¹,

Hartz²

1999

Gerontology & Geriatrics Education

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In this study, classes of second and fourth year medical students rated the importance of 39 geriatrics teaching objectives and rated their self-perceived abilities regarding these objectives. A ''needs score'' was computed and ranked to indicate priority training objectives which varied over medical school classes. Five geriatric experiences are compared to students' self-perceived abilities. Students rated geriatrics learning objectives as highly important and reported improved abilities in diagnosing and managing diseases in the elderly. Abilities in performing functional assessments, utilizing community resources, diagnosing elder abuse and managing rehabilitation activities did not improve as much as other abilities. Incorporating increased training in functional assessments may be the single most effective method to improve abilities to accomplish multiple geriatrics learning objectives.

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“…A previous estimate from the 1988 American Medical Association's Physician Professional Questionnaire indicated that 1,113 physicians had a self‐designated interest in geriatrics 1 . Furthermore, Vivell et al 2 estimated that no more than 450 physicians had completed fellowships in geriatric medicine and geriatric psychiatry.…”

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confidence: 99%

Candidates for the Certificate of Added Qualifications in Geriatric Medicine; Who, Why, and When?

Reuben

Bradley

Zwanziger

et al. 1990

J American Geriatrics Society

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We surveyed physicians who took the examination for certification for Added Qualifications in Geriatric Medicine, physicians who only inquired about the examination, and physicians who expressed no interest in the examination to learn about practice characteristics of those who took the examination and their reasons for taking it. Based on a 72% response rate, we were able to demonstrate that those who took the examination took care of an older population of patients and disproportionately more of the oldest-old. These physicians were more likely to report the care of older people to be a professional focus and, in internal medicine, were more likely to have had formal training in geriatrics. Their reasons for taking the examination were primarily to obtain credentials but also frequently to improve their ability to care for older people. Nearly two-thirds of those who had inquired about the exam but did not take it in 1988 plan to do so at a later date.

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Medical Education Responds to the 20th Century's Success Story

Cited by 26 publications

References 12 publications

Undergraduate education in geriatric medicine

Undergraduate education in geriatric medicine

Assessment of Geriatric Training by Medical Students

Candidates for the Certificate of Added Qualifications in Geriatric Medicine; Who, Why, and When?

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