First Year Medical Students' Knowledge, Attitudes, and Interest in Geriatric Medicine

Autor/inn/en	Lu, Wei-Hsin; Hoffman, Kimberly G.; Hosokawa, Michael C.; Gray, M. Peggy; Zweig, Steven C.
Titel	First Year Medical Students' Knowledge, Attitudes, and Interest in Geriatric Medicine
Quelle	In: Educational Gerontology, 36 (2010) 8, S.687-701 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
Schlagwörter	Medical Education; Medical Students; Geriatrics; College Freshmen; Student Attitudes; Student Interests; Knowledge Level; Extracurricular Activities; Vocational Interests; Aging Education; Educational Gerontology; Partnerships in Education; Problem Based Learning; Questionnaires; Pretests Posttests + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Alterswissenschaft; Geriatrie; Studienanfänger; Schülerverhalten; Studieninteresse; Wissensbasis; Außerunterrichtliche Aktivität; Berufsinteresse; Ageing education; Altenbildung; Geragogics; Geragogik; Hochschulpartnerschaft; Problem-based learning; Problemorientiertes Lernen; Fragebogen
Abstract	The purpose of this study was to examine the impact of an extracurricular geriatric program on medical students' knowledge of, and attitudes toward, the elderly and their interest in studying geriatric medicine. The participants were first-year medical students (n = 137) who joined the Senior Teacher Education Partnership (STEP) program that partnered medical students with community-dwelling elders. Although results show that the STEP program had minimal effect in changing first-year medical students' knowledge of the aged and aging, it did promote a more positive view of the elderly as being functionally independent and socially active. Statistical analyses also revealed that prior interest and participation in the STEP program are significant indicators of students' interest in pursuing geriatric medicine after completing their first year of medical school. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10