S Kick1, L Adams, A O'Brien-Gonzales. 1. Departments of Medicine and Family Medicine, University of Colorado Health Sciences Center, 4200 East Ninth Avenue, Box B-212, Denver, CO 80262, USA. steven.kick@uchsc.edu
Abstract
PURPOSE: Many persons applying to medical school have had other careers or experiences prior to their application. Comprising an increasing proportion of our student population, these older medical students often have unique difficulties differing from those of their younger peers. We undertook a 2-part study to evaluate possible differences in attitudes and beliefs between younger and older medical students. SUMMARY: We conducted the study in 2 parts. In the 1st part, a focus group of students who would be 30 years old or older at the completion of medical school ("older students") was assembled to ascertain potential themes. Themes articulated by this group were then constructed into a questionnaire that was administered to the entire 4th-year class. Results of the questionnaire were evaluated qualitatively by content and quantitatively when appropriate. Eight students participated in the focus group. The themes expressed by the group included increased home responsibilities relative to their peers, lack of perceived respect by attendings and residents, and different learning strategies. Eighty-eight students completed the questionnaire. More older than younger students agreed with the statements that their previous experiences made them better learners (p = .06) and that their personal responsibilities made it difficult to study (p = .0001). On open-ended questions, the responses from the older students were longer and contained stronger language. CONCLUSION: Older medical students express unique concerns regarding the learning environment and the impact of medical school on their personal lives. This study provides preliminary information that our older students may have more special needs and concerns than traditional students.
PURPOSE: Many persons applying to medical school have had other careers or experiences prior to their application. Comprising an increasing proportion of our student population, these older medical students often have unique difficulties differing from those of their younger peers. We undertook a 2-part study to evaluate possible differences in attitudes and beliefs between younger and older medical students. SUMMARY: We conducted the study in 2 parts. In the 1st part, a focus group of students who would be 30 years old or older at the completion of medical school ("older students") was assembled to ascertain potential themes. Themes articulated by this group were then constructed into a questionnaire that was administered to the entire 4th-year class. Results of the questionnaire were evaluated qualitatively by content and quantitatively when appropriate. Eight students participated in the focus group. The themes expressed by the group included increased home responsibilities relative to their peers, lack of perceived respect by attendings and residents, and different learning strategies. Eighty-eight students completed the questionnaire. More older than younger students agreed with the statements that their previous experiences made them better learners (p = .06) and that their personal responsibilities made it difficult to study (p = .0001). On open-ended questions, the responses from the older students were longer and contained stronger language. CONCLUSION: Older medical students express unique concerns regarding the learning environment and the impact of medical school on their personal lives. This study provides preliminary information that our older students may have more special needs and concerns than traditional students.