Activities per year
Abstract
Background: Global population aging is one of the defining challenges of our time. The World Health Organization (WHO) advocates investment in high-quality undergraduate education in geriatric medicine as a means of meeting the future needs of healthcare systems, by equipping ‘tomorrow’s doctors’ with the skills and knowledge to care for older adults with complex health and social care needs.
Methods: The transition between two undergraduate medical curricula meant that Bristol Medical School (BMS) was uniquely positioned to innovate and evaluate undergraduate education in geriatric medicine. This transition marked BMS’ departure from a ‘traditional’ curriculum into case-based learning. The outgoing curriculum included a 4-week unit in geriatrics, whilst the new programme includes an 18-week clerkship titled ‘Complex Medicine in Older People’ (CMOP).
Results: CMOP is a clinical clerkship with 18 cases at its core, covering the fundamental aspects of geriatric medicine. The core cases and clinical learning are enhanced with four expert lectures, six tutorials and three journal clubs. Reflective practice is modelled and promoted with Balint groups and book club. Consolidative workplace-based assessments and clinical portfolio mirror those used in postgraduate training, preparing students for professional practice. CMOP is iteratively improved in real-time using staff and student feedback.
Conclusions: This marked shift in mode and duration of teaching affords the opportunity to evaluate the impact of differing education in geriatrics, providing an evidence-based model for teaching on aging. Embedded within CMOP is a programme of mixed-methods evaluative research. Short- and long-term student outcomes (attitudes, empathy, and career progression) are compared between BMS’ 2 curricula, and longitudinally across the 18 weeks of the CMOP clerkship.
Methods: The transition between two undergraduate medical curricula meant that Bristol Medical School (BMS) was uniquely positioned to innovate and evaluate undergraduate education in geriatric medicine. This transition marked BMS’ departure from a ‘traditional’ curriculum into case-based learning. The outgoing curriculum included a 4-week unit in geriatrics, whilst the new programme includes an 18-week clerkship titled ‘Complex Medicine in Older People’ (CMOP).
Results: CMOP is a clinical clerkship with 18 cases at its core, covering the fundamental aspects of geriatric medicine. The core cases and clinical learning are enhanced with four expert lectures, six tutorials and three journal clubs. Reflective practice is modelled and promoted with Balint groups and book club. Consolidative workplace-based assessments and clinical portfolio mirror those used in postgraduate training, preparing students for professional practice. CMOP is iteratively improved in real-time using staff and student feedback.
Conclusions: This marked shift in mode and duration of teaching affords the opportunity to evaluate the impact of differing education in geriatrics, providing an evidence-based model for teaching on aging. Embedded within CMOP is a programme of mixed-methods evaluative research. Short- and long-term student outcomes (attitudes, empathy, and career progression) are compared between BMS’ 2 curricula, and longitudinally across the 18 weeks of the CMOP clerkship.
Original language | English |
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Publication status | Published - 12 May 2022 |
Event | American Geriatrics Society 2022 Annual Scientific Meeting - Orlando, United States Duration: 12 May 2022 → 14 May 2022 https://meeting.americangeriatrics.org/ |
Conference
Conference | American Geriatrics Society 2022 Annual Scientific Meeting |
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Abbreviated title | AGS ASM22 |
Country/Territory | United States |
City | Orlando |
Period | 12/05/22 → 14/05/22 |
Internet address |
Research Groups and Themes
- Ageing and Movement Research Group
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- 1 Public talk, debate, discussion
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Transforming undergraduate education in geriatric medicine: Curriculum design, innovation, and evaluation at Bristol Medical School
Pearson, G. (Speaker), Welsh, T. (Contributor), Pocock, L. V. (Contributor), Ben-Shlomo, Y. (Contributor) & Henderson, E. J. (Contributor)
12 May 2022Activity: Talk or presentation types › Public talk, debate, discussion