Gerald C H Koh1, Reshma A Merchant, Wee Shiong Lim, Zubair Amin. 1. Saw Swee Hock School of Public Health, National University of Singapore, National University Health System, 16 Medical Drive, Singapore. Gerald_Koh@nuhs.edu.sg
Abstract
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.
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.
Authors: Meghan K Mattos; Yun Jiang; Jennifer B Seaman; Marci L Nilsen; Eileen R Chasens; Lorraine M Novosel Journal: J Gerontol Nurs Date: 2015-05-07 Impact factor: 1.254
Authors: Kennedy Yao Yi Ng; Gloria Yao Chi Leung; Angeline Jie-Yin Tey; Jia Quan Chaung; Si Min Lee; Amrish Soundararajan; Ka Shing Yow; Nerice Heng Wen Ngiam; Tang Ching Lau; Sweet Fun Wong; Chek Hooi Wong; Gerald Choon-Huat Koh Journal: BMC Med Educ Date: 2020-05-11 Impact factor: 2.463