Determining geriatric content in a medical school curriculum. J Med Educ 1988 Apr;63(4):301-8
Date
04/01/1988Pubmed ID
3357181DOI
10.1097/00001888-198804000-00006Scopus ID
2-s2.0-0023818978 (requires institutional sign-in at Scopus site) 2 CitationsAbstract
Geriatric content in a medical school curriculum was assayed by surveying faculty course directors and students about course content, by conducting an independent review of course content, and by analyzing the content of course examinations. The students' assessments of geriatric content were found to be not valid. Considerable variability was found in the amount of geriatric content within courses, and review of course examinations was found to be the most valid review method. Pharmacology and second-year psychiatry courses were shown to have the most coverage of geriatrics, while microbiology, biochemistry, and neuroanatomy courses were shown to have the least coverage of geriatric items. The geriatric items in the course examinations correlated strongly (r = .71) with the National Board of Medical Examiners Part I and Part II examinations; because of this correlation, the investigators felt the study findings may be generalizable outside the one medical school. It would appear that geriatric content within the medical school curriculum is low; however, the results of the review methods indicate that disagreement exists over the degree of deficiency. The authors conclude that examination review offers an expeditious method to determine the relative emphasis placed upon geriatrics material within specific courses.
Author List
Duthie EH Jr, Kirsling RA, Donnelly MBAuthor
Edmund H. Duthie MD Professor in the Medicine department at Medical College of WisconsinMESH terms used to index this publication - Major topics in bold
CurriculumEducation, Medical
Educational Measurement
Geriatrics
Wisconsin