“…Previous studies of geriatric curricula have measured objective changes in student knowledge (Overson, Thomas, Chang, & Stevens, 1992;Neale, Hodgkins, & Demers, 1992;Sainsbury, Wilkinson, & Smith, 1992;Smith & Wattis, 1989), assessed students' appraisal of the experience using quantitative (Grady & Earll, 1990;Page et al, 1988;Turpie et al, 1992;Wener et al, 1991) and qualitative (Neale et al, 1992) methods, or measured changes in students' attitudes about the elderly (Page et al, 1988;Sainsbury et al, 1992) and about careers in geriatrics (Deary, Smith, Mitchell, & Maclennan, 1993;Sainsbury et al, 1992). Changes in student knowledge following geriatric educational experiences have varied.…”