... But does it stick? Evaluating the durability of improved knowledge following an undergraduate experiential geriatrics learning session
... But does it stick? Evaluating the durability of improved knowledge following an undergraduate experiential geriatrics learning session
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DOI：
10.1111/j.1532-5415.2006.00656.x
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发表时间：
2006-04-01
影响因子：
6.3
通讯作者：
Esbaugh, J
中科院分区：
文献类型：
--
作者：
Diachun, LL;Dumbrell, AC;Esbaugh, J
加拿大的人口老龄化、接受老年医学培训的医学生较少以及老年医学课程不足，要求医学院立即解决未来医生如何能够有效地照顾老年人的问题。医学文献表明，体验式学习策略提高了本科医学生对不太受欢迎的学科的知识和兴趣，但这些资源密集型学习方法带来的改善的持久性尚不清楚。西安大略大学医学院第一年参加老年医学部分的所有学生的便利样本被随机分配参加一个3-小时的教学讲座或3小时的体验式学习课程。大约1年后，学生完成了一个后续的知识和态度调查，这是匹配他们的第一年的调查，使用出生日期的数据。100个完成的后续调查，42个用于正式分析。虽然最初的经验组表现出更好的知识得分，在1年的随访中，有没有显着差异的知识，对老年人的态度，或在老年医学之间的教学（n=17）和经验（n=25）组的兴趣。然而，这些学生（n=42）表现出更好的态度分数比那些（n=22）谁没有参加任何教育intervention.This研究挑战的信念，体验式的方法是一个上级培训方法的说教。一年后的教育干预，有没有差异，在老年医学知识，态度得分，或对老年医学的兴趣之间的学生谁经历了教学讲座或参与式，体验式学习会议。
Canada's aging population, fewer medical students training in geriatric medicine, and inadequate geriatric curricula require that medical schools immediately address how future physicians will be able to care for older people effectively. The medical literature suggests that experiential learning strategies improve undergraduate medical students' knowledge of and interest in less-popular subjects, but the durability of improvements resulting from these resource-intensive learning approaches remains unclear.In October 2001, a convenience sample of all University of Western Ontario medical students attending the geriatric component of their first year was randomized to attend one 3-hour didactic lecture or 3-hour experiential learning session. Approximately 1 year later, students completed a follow-up knowledge and attitudes survey that was matched to their first-year surveys using date-of-birth data.Of 100 completed follow-up surveys, 42 were used in formal analysis. Although initially the experiential group demonstrated a better knowledge score, at 1-year follow-up, there was no significant difference in knowledge, attitudes toward older people, or interest in geriatric medicine between the didactic (n=17) and experiential (n=25) groups. Nevertheless, these students (n=42) demonstrated better attitude scores than those (n=22) who had not attended either educational intervention.This study challenges the belief that an experiential approach is a superior training method to a didactic approach. One year after an educational intervention, there was no difference in geriatric knowledge, attitude scores, or interest in geriatric medicine between students who underwent a didactic lecture or a participatory, experiential learning session.