AI Article Synopsis
- The study evaluated how a 4.5-week geriatric medicine course affected fifth-year medical students' views on the significance of frailty in patient care.
- Before and after the course, perceptions were measured using a Likert scale questionnaire, revealing significant improvements in understanding various aspects of frailty, including its definition and management strategies.
- Results indicated that students' confidence in their competence related to frailty assessment and management increased notably after the course, highlighting the value of targeted geriatric education in medical training.
Article Abstract
Objective: To assess the changes in fifth-year medical students' perceptions of the importance of frailty and competence in assessing, diagnosing and managing frailty after a 4.5-week geriatric medicine course.
Methods: Students' perceived importance and competence was assessed before and after the course using a 26-item Likert scale questionnaire with scores ranging from 1 to 6.
Results: Students' perceptions of the importance of defining frailty (P = .01), explaining what frailty is (P = .03), advising on nutritional needs (P = .001) and exercise (P = .001) and prescribing an exercise program (P < .001) significantly improved after the course. Medical students' perceived competence in assessing, diagnosing and managing frailty was low to moderate precourse and increased significantly postcourse (2.3 [1.2] 4.9 [2.9], mean [IQR], P < .001) across all items.
Conclusion: An appropriate curriculum focusing on geriatric health conditions such as frailty can improve senior medical students' perceived importance and competence in assessing, diagnosing and managing frailty.
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| http://dx.doi.org/10.1111/ajag.12788 | DOI Listing |
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