The difference between Japan and other countries, in particular the United Kingdom, in views regarding the teaching of geriatrics to undergraduate medical students

Matsuse, Takeshi; Ozawa, Toshio; Orimo, Hajime; Fukuchi, Yoshinosuke; Ouchi, Yasuyoshi; Iriki, M.

doi:10.1046/j.1365-2923.1999.00262.x

Cited by 8 publications

(4 citation statements)

References 5 publications

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“…Previous research has shown that this is essential in implementing effective modifications of a medical curriculum for poorly developed clinical specialties (Herzig, 2003). There must also be collaboration within individual countries between clinicians and scientists to address the practical aspects of geriatrics as well as scientific work concerning the aging process and knowledge of the important diseases affecting the elderly (Matsuse et al, 1999).…”

Section: Possible Solutions To Barriers Medical Schools Face In Extenmentioning

confidence: 99%

Care of the Elderly: Survey of Teaching in an Aging Sub-Saharan Africa

Frost¹,

Liddie²,

Lynch³

et al. 2014

Gerontology & Geriatrics Education

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In sub-Saharan Africa (SSA), a rapidly aging population is presenting challenges to health care systems. Doctors need specialized knowledge to be prepared for the increase in age-related medical conditions. This study aims to investigate the current provision of geriatrics education (GE) in SSA medical schools and discover some of the barriers faced in its implementation. Questionnaires were sent to a list of medical schools in SSA, supplied by the sub-Saharan African Medical Schools Study. Responses were received from 25/135 institutions (19%), representing 11 countries in SSA. Of these institutions, 4% taught geriatrics and 40% had no geriatrics teaching. The largest perceived barriers to GE were a lack of staff expertise (72%), lack of funding (52%), and absence of geriatrics in the national curricula (48%). There are still a large number of medical schools in SSA who do not teach geriatrics. Improvements in GE should be implemented through local approaches and national policy, while appreciating the cultural context and economic constraints of each country to prepare future doctors for the increasing challenges of an aging population.

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Section: Possible Solutions To Barriers Medical Schools Face In Extenmentioning

confidence: 99%

Care of the Elderly: Survey of Teaching in an Aging Sub-Saharan Africa

Frost¹,

Liddie²,

Lynch³

et al. 2014

Gerontology & Geriatrics Education

View full text Add to dashboard Cite

show abstract

“…That mindset is essential if there is to be any fostering of the bread-andbutter approach to medicine that characterizes primary care. At present this aspect of clinical practice languishes as a neglected step-child of the Japanese health care system [11][12][13][14] . That is a direct result of the exaltation of specialty care, with its tunnel vision approach to clinical decision making.…”

Section: Make the Curriculum Organ System-based Not Subject-basedmentioning

confidence: 99%

Perspectives in Medical Education

2006

Keio J. Med.

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Abstract. A blueprint for reform of medical education in Japan is presented, with the goal of training well rounded physicians who possess the ability to think critically and the clinical skill to function as generalists before they enter specialty training. Practical solutions are offered in three problem areas that lie at the heart of the shortcomings in Japanese medical education. They have to do with (i) the way Japanese students learn, (ii) the way Japanese teachers teach, and (iii) the material that students are taught. The inherently passive nature of Japanese students can be changed by emphasizing "active learning" and "critical thinking at the bedside" through a problem-oriented approach, both in the classroom and in the wards. Changing student learning, however, requires a commitment to teaching. At the present time, there is no incentive to teach at all, let alone teach in a constructive or interactive way. Teaching is widely perceived as a burden that takes time away from research, rather than as a credible and rewarding academic pursuit. Thus, promotion policies must be altered to reward teachers and accord teaching its rightful place as a primary function of the faculty. Finally, the introduction of active learning and interactive teaching depends on reducing the current emphasis on didactic instruction, which is passive and unidirectional. Thus, medical school curricula must be restructured to emphasize a problem-oriented, organ system-based approach throughout medical school, starting from the preclinical years. Reforms in all three areas must be implemented in concert for them to succeed. (Keio J Med 55 (3): 81 -95, September 2006)

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“…However, the medical curriculum in many Asian medical schools does not adequately prepare students to meet the complex, specialised and rapidly changing needs of older adults. 4,6 For instance, Matsuse et al 7 previously reported that undergraduate geriatric medicine education in Japan focuses on the theoretical aspects of the ageing process and diseases in the elderly but lacks attention to the practical aspects of care. Obstacles to the development of proper geriatrics-specifi c teaching in the undergraduate curriculum include the lack of awareness and negative stereotyping of health-related issues of older adults, the absence of a coherent national strategy for geriatric medicine teaching and training, the shortage of trained faculty, lack of governmental support, and insuffi cient evidence supporting the inclusion of the geriatric curriculum Knowledge-Attitude Dissociation in Geriatrics-Gerald Koh et al Original Article in medical schools.…”

Section: Introductionmentioning

confidence: 99%

The Knowledge-Attitude Dissociation in Geriatric Education: Can It be Overcome?

Koh

Merchant

Lim

et al. 2012

Ann Acad Med Singap

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Introduction: A knowledge-attitude dissociation often exists in geriatrics where knowledge but not attitudes towards elderly patients improve with education. This study aims to determine whether a holistic education programme incorporating multiple educational strategies such as early exposure, ageing simulation and small group teaching results in improving geriatrics knowledge and attitudes among medical students. Materials and Methods: We administered the 18-item University of California Los Angeles (UCLA) Geriatric Knowledge Test (GKT) and the Singapore-modified 16-item UCLA Geriatric Attitudes Test (GAT) to 2nd year students of the old curriculum in 2009 (baseline reference cohort, n = 254), and before and after the new module to students of the new curriculum in 2010 (intervention cohort, n = 261), both at the same time of the year. Results: At baseline, between the baseline reference and intervention cohort, there was no difference in knowledge (UCLA-GKT Score: 31.6 vs 33.5, P = 0.207) but attitudes of the intervention group were worse than the baseline reference group (UCLA-GAT Score: 3.53 vs 3.43, P = 0.003). The new module improved both the geriatric knowledge (UCLA-GKT Score: 34.0 vs 46.0, P<0.001) and attitudes (UCLA-GAT Score: 3.43 vs 3.50, P <0.001) of the intervention cohort. Conclusion: A geriatric education module incorporating sound educational strategies improved both geriatric knowledge and attitudes among medical students. Key words: Asian medical school, Geriatrics attitudes, Geriatrics knowledge, Undergraduate medical student

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The difference between Japan and other countries, in particular the United Kingdom, in views regarding the teaching of geriatrics to undergraduate medical students

Cited by 8 publications

References 5 publications

Care of the Elderly: Survey of Teaching in an Aging Sub-Saharan Africa

Care of the Elderly: Survey of Teaching in an Aging Sub-Saharan Africa

Perspectives in Medical Education

The Knowledge-Attitude Dissociation in Geriatric Education: Can It be Overcome?

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