Teaching physical diagnosis in the nursing home

Grady, Michael; Earll, Jerry M.

doi:10.1016/0002-9343(90)90432-d

Cited by 11 publications

(7 citation statements)

References 9 publications

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“…These findings support earlier reports stating that nursing homes and hospitals are equally suited for medical students' learning (Grady & Earll 1990;Wiener & Shamaskin 1990;Mayo-Smith et al 1991;Nair & Finucane 2003;White 2008). Interestingly though, students who were allocated to the nursing home more frequently mentioned their own relationship with patients, in contrast with students in the hospital, who reported more often about having witnessed a patients' decline or recovery.…”

Section: Discussionsupporting

confidence: 87%

Emotional learning of undergraduate medical students in an early nursing attachment in a hospital or nursing home

et al. 2011

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Background: Entering medicine for the first time is highly impressive for students, but we know little about the actual emotional learning processes taking place. Aims: We aimed to get more insight into expectations, experiences and emotions of students during their first clinical experiences in a hospital compared to a nursing home. Methods: We carried out a qualitative and a quantitative survey by administering questionnaires about expectations, impressive experiences and learning activities within two cohorts of first-year medical students before and after a 4-week nursing attachment. Results: Despite different expectations, students reported similar experiences and learning activities for the nursing home and the hospital. Most impressive events were related to patient care, being a trainee, or professional identities being challenged. Students in nursing homes most often referred to their own relationships with patients. Students expressed different emotions, and frequently experienced positive and negative emotions at the same time. Conclusions: Rewarding experiences (not only difficult or stressful events) do matter for medical professional development. Students need to learn how to deal with and feel strengthened by the emotions evoked during clinical experiences, which should be supported by educators. The nursing home and the hospital seem to be equally suited as learning environments.

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Section: Discussionsupporting

confidence: 87%

Emotional learning of undergraduate medical students in an early nursing attachment in a hospital or nursing home

et al. 2011

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“…By prospectively assessing both patient and student experience and by using a control group of standard hospital patients, we hoped to identify both advantages and difficulties of using the nursing home for teaching physical diagnosis: Our first finding was that overall the NHCU patients enjoyed the experience and were as willing to participate again as acute care patients. While concern has been raised that nursing home patients may be resistant to participating in medical education, this was clearly not our experience nor the experience of others 6 , 7 , 10 …”

Section: Discussionmentioning

confidence: 90%

Teaching Physical Diagnosis in the Nursing Home: A Prospective, Controlled Trial

Mayo-Smith

Gordon

Gillie

et al. 1991

J American Geriatrics Society

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Advantages of the nursing home include readily available patients who view participation favorably, instructive physical findings, and a suitable environment. However, students rate the quality of the histories obtained there lower. This problem could be addressed by more careful patient selection and greater emphasis by course instructors on other goals of the history in addition to exploring the chief complaint.

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“…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.…”

Section: Introductionmentioning

confidence: 99%

“…Some studies have shown small, though statistically signicant, changes in knowledge (Dverson et al, 1992;Neale et al, 1992;Sainsbury et al, 1992;Wilson & Glamser, 1982), while others have not shown a signi cant change (Smith & Wattis, 1989). Assessment of students' attitudes to educational experiences has generally been positive when measured by quantitative (Grady & Earll, 1990;Turpie et al, 1992;Wener et al, 1991) or qualitative methods (Neale et al, 1992). Following certain geriatric experiences, students' attitudes about the elderly (Holtzman et al, 1978;Sainsbury et al, 1992;Page et al, 1988;Wilson & Glamser, 1982) and careers in geriatrics (Deary et al, 1993;Sainsbury et al, 1992) have improved.…”

Section: Introductionmentioning

confidence: 99%

Functional and Attitudinal Outcomes of Teaching Functional Assessment to Medical Students

Penn¹

2001

Educational Gerontology

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Teaching geriatric principles to medical students is important because of the increasing geriatric population. Family physicians are in a strategic position to provide this teaching because they provide much of the care for the elderly. The challenge in developing a geriatric curriculum is to determine the content, implement it ef ciently, and evaluate its impact.We developed a geriatric assessment experience for third-year medical students. The students were introduced to a geriatric assessment tool and asked to identify a patient, complete the assessment, and record key elements of functional assessment. Student attitudes were measured before and after completing the assessment. The students rated their knowledge, comfort, and experience with a comprehensive geriatric assessment.Students listed approximately seven problems and four recommendations per patient. On average, students identi ed one functional problem for each patient. There were signi cant increases in knowledge, comfort, and experience with a comprehensive geriatric assessment.This educational tool met all of our goals. The students identi ed elderly patients' functional problems, created care plans focused on function and prevention, and reported an increase in positive attitudes about their knowledge, comfort, and experience with geriatric assessment. No outside expertise was needed and faculty time demands were limited.

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Teaching physical diagnosis in the nursing home

Cited by 11 publications

References 9 publications

Emotional learning of undergraduate medical students in an early nursing attachment in a hospital or nursing home

Emotional learning of undergraduate medical students in an early nursing attachment in a hospital or nursing home

Teaching Physical Diagnosis in the Nursing Home: A Prospective, Controlled Trial

Functional and Attitudinal Outcomes of Teaching Functional Assessment to Medical Students

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