Medical Teacher
ISSN: 0142-159X (Print) 1466-187X (Online) Journal homepage: http://www.tandfonline.com/loi/imte20
Teaching Gerontology and Geriatric Medicine To cite this article: (1983) Teaching Gerontology and Geriatric Medicine, Medical Teacher, 5:2, 56-56 To link to this article: http://dx.doi.org/10.3109/01421598309147564
Published online: 03 Jul 2009.
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Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=imte20 Download by: [Australian National University]
Date: 06 November 2015, At: 15:04
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"Pask G. Final Progress Report on SSRC Research Programme H R 2708. Richmond: System Research Limited, 1979. "Entwisde NJ, Hanley M, Ratdiffe G. Approaches to learning and levels of understanding. Br Educ Rcs J 1979; 5: 99-114. "Ramsderi P, Entwisde NJ. Effects of academic departments on students' appoaches to studying. Br J Educ Psycho1 1981;51: 368-383. "Biggs JB. Dimensions of study bchaviour: another look at ATI. Br J Educ Psycho1 1976; 46: 68-80. "Biggs JB. Individual and group differences in study processes. Br J Educ Psychol 1978;48: 266-279. "Biggs JB. Individual differences in study processes. Higher Educ 1978; 8: 381-394. 'DEntwisde NJ, Hanley M, Hounsell DJ. Identifying distinctive approaches to studying. Higher Edur 1979; 8: 365-380. "Becker HS et al. Boys in white. Chicago: University of Chicago Press, 1961. "Becker HS, Gecr B, Hughes EC. Making fhe grade-the acadmric sidc of collep l i f . New York: Wiley, 1968. "Miller CML, Parlett MR. Up fo fh mark: a sfudy offhe rrnminafion game. SRHE: University of Surrey, 1974. "Laurillard D. The processes of student learning. Higher Educ 1979; 8: 395-410.
"Honley J , Braithwaite A. All this for two per cent: the contribution of course work assessment to the final grade. Durham Rcs Rev 1976;8: 1420. '*Dearden GJ. Assessment in an electrical and electronic engineering laboratory: a case study. Conference on Teaching of Electronic Engineering, University of Hull, 1976. "Witkin HA et al. Field-dependent and field-independent cognitive styles and their educational implications. Rcu Educ Rcs 1977;47: 1-64. "Kcsner R. A neural system analysis of memory storage and retrieval. Psychoi BUN 1973;80: 177-203. "Luria AR. Higher coriical /uncfionr in man. New York: Basic Books, 1966. "Luria AR. 7'he work brain. Harmondsworth, Penguin, 1973. "Das JP, Kirby J, Jarman RF. Simultaneous and successive syntheses: an alternative model for cognitive abilities. Psycho1 Bull 1975; 82: 87103. "Das JP, Kirby J , Jarman RF. Simulfancous and successiue copifiuc processes. New York: Academic Press, 1978. "Omstein RE. 77u psychology of conrciousncss 2nd ed. New York: Harcourt, Brace, Jovanovitch, 1977. "Entwistle NJ. S&&s of learning and teaching. New York and London: Wiley, 1981.
The Undcrgraduotc Medical
CONFERENCE REPORTS
Teaching Gerontology and Geriatric Medicine Methods of teaching gerontology and geriatric medicine in the European Region, and recommendations for action, were the theme of a recent Workshop, organized jointly by the Department of Geriatric Medicine, University of Edinburgh and the World Health Organization Regional Office for Europe. The major conclusions were that health professionals must be familiar with ageing and care of the elderly, and that practitioners must be willing to adapt t o a multidisciplinary way of working. Specific recommendations were as follows:
56
Curriculum:
Basic science teaching in medicine should include substantial instruction on normal ageing if it is to reflect the changing needs of society. Sociology and psychology of ageing should be incorporated in the behavioural science course. The basic science curriculum should reflect new knowledge on ageing, the effects of ageing on function, immune competence, pharmacokinetics and pharmacodynamics, cognitive function and personality. Sound clinical teaching in geriatric medicine should be provided, when the student has already acquired wider medical knowledge and clinical skills. An identifiable block of curricular time should be allocated specifically to teaching geriatric medicine. Teaching methods should exploit to the full the wide range of teaching opportunities available, including the patient's home, the day hospital, assessment and rehabilitation wards, continuing care units and nursing homes. The clinical course should place emphasis on prevention, the value of early detection of stress in patients and their supporters, and the benefits of appropriate intervention. The organization and teaching should be in the hands of identified clinical teachers who are themselves trained in the health care of the elderly. There should be proper evaluation of teaching.
Postgraduate Medical Education: Geriatric medicine should be included in training programmes in internal medicine and psychiatry. All doctors involved in primary health care should receive instruction in ageing and care of the elderly. Doctors intending to specialize in geriatric medicine should undergo postgraduate training on a level comparable to that for other specialties. There should be close training links with psychiatry. Disciplines such as rehabilitation medicine and orthopaedic surgery should be involved in teaching rehabilitation and locomotor and mobility problems among the elderly. Guidance in and opportunities for research in the field of gerontology, geriatric medicine or health care delivery should be available. The acquisition of management skills should be reflected in training programmes. Continuing Education in Gniatric Medicine: This should be comparable with that in other specialties in each country. Continuing education should be given high priority until undergraduate training in ageing and geriatric medicine has reached an adequate level. It was also recommended that resource centres should be given urgent priority and that a large and rapid increase is needed in the number of teachers in this specialty.
Medical Tcack Vol 5 No 2 1983
ISSN: 0142-159X (Print) 1466-187X (Online) Journal homepage: http://www.tandfonline.com/loi/imte20
Teaching Gerontology and Geriatric Medicine To cite this article: (1983) Teaching Gerontology and Geriatric Medicine, Medical Teacher, 5:2, 56-56 To link to this article: http://dx.doi.org/10.3109/01421598309147564
Published online: 03 Jul 2009.
Submit your article to this journal
Article views: 4
View related articles
Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=imte20 Download by: [Australian National University]
Date: 06 November 2015, At: 15:04
Downloaded by [Australian National University] at 15:04 06 November 2015
"Pask G. Final Progress Report on SSRC Research Programme H R 2708. Richmond: System Research Limited, 1979. "Entwisde NJ, Hanley M, Ratdiffe G. Approaches to learning and levels of understanding. Br Educ Rcs J 1979; 5: 99-114. "Ramsderi P, Entwisde NJ. Effects of academic departments on students' appoaches to studying. Br J Educ Psycho1 1981;51: 368-383. "Biggs JB. Dimensions of study bchaviour: another look at ATI. Br J Educ Psycho1 1976; 46: 68-80. "Biggs JB. Individual and group differences in study processes. Br J Educ Psychol 1978;48: 266-279. "Biggs JB. Individual differences in study processes. Higher Educ 1978; 8: 381-394. 'DEntwisde NJ, Hanley M, Hounsell DJ. Identifying distinctive approaches to studying. Higher Edur 1979; 8: 365-380. "Becker HS et al. Boys in white. Chicago: University of Chicago Press, 1961. "Becker HS, Gecr B, Hughes EC. Making fhe grade-the acadmric sidc of collep l i f . New York: Wiley, 1968. "Miller CML, Parlett MR. Up fo fh mark: a sfudy offhe rrnminafion game. SRHE: University of Surrey, 1974. "Laurillard D. The processes of student learning. Higher Educ 1979; 8: 395-410.
"Honley J , Braithwaite A. All this for two per cent: the contribution of course work assessment to the final grade. Durham Rcs Rev 1976;8: 1420. '*Dearden GJ. Assessment in an electrical and electronic engineering laboratory: a case study. Conference on Teaching of Electronic Engineering, University of Hull, 1976. "Witkin HA et al. Field-dependent and field-independent cognitive styles and their educational implications. Rcu Educ Rcs 1977;47: 1-64. "Kcsner R. A neural system analysis of memory storage and retrieval. Psychoi BUN 1973;80: 177-203. "Luria AR. Higher coriical /uncfionr in man. New York: Basic Books, 1966. "Luria AR. 7'he work brain. Harmondsworth, Penguin, 1973. "Das JP, Kirby J, Jarman RF. Simultaneous and successive syntheses: an alternative model for cognitive abilities. Psycho1 Bull 1975; 82: 87103. "Das JP, Kirby J , Jarman RF. Simulfancous and successiue copifiuc processes. New York: Academic Press, 1978. "Omstein RE. 77u psychology of conrciousncss 2nd ed. New York: Harcourt, Brace, Jovanovitch, 1977. "Entwistle NJ. S&&s of learning and teaching. New York and London: Wiley, 1981.
The Undcrgraduotc Medical
CONFERENCE REPORTS
Teaching Gerontology and Geriatric Medicine Methods of teaching gerontology and geriatric medicine in the European Region, and recommendations for action, were the theme of a recent Workshop, organized jointly by the Department of Geriatric Medicine, University of Edinburgh and the World Health Organization Regional Office for Europe. The major conclusions were that health professionals must be familiar with ageing and care of the elderly, and that practitioners must be willing to adapt t o a multidisciplinary way of working. Specific recommendations were as follows:
56
Curriculum:
Basic science teaching in medicine should include substantial instruction on normal ageing if it is to reflect the changing needs of society. Sociology and psychology of ageing should be incorporated in the behavioural science course. The basic science curriculum should reflect new knowledge on ageing, the effects of ageing on function, immune competence, pharmacokinetics and pharmacodynamics, cognitive function and personality. Sound clinical teaching in geriatric medicine should be provided, when the student has already acquired wider medical knowledge and clinical skills. An identifiable block of curricular time should be allocated specifically to teaching geriatric medicine. Teaching methods should exploit to the full the wide range of teaching opportunities available, including the patient's home, the day hospital, assessment and rehabilitation wards, continuing care units and nursing homes. The clinical course should place emphasis on prevention, the value of early detection of stress in patients and their supporters, and the benefits of appropriate intervention. The organization and teaching should be in the hands of identified clinical teachers who are themselves trained in the health care of the elderly. There should be proper evaluation of teaching.
Postgraduate Medical Education: Geriatric medicine should be included in training programmes in internal medicine and psychiatry. All doctors involved in primary health care should receive instruction in ageing and care of the elderly. Doctors intending to specialize in geriatric medicine should undergo postgraduate training on a level comparable to that for other specialties. There should be close training links with psychiatry. Disciplines such as rehabilitation medicine and orthopaedic surgery should be involved in teaching rehabilitation and locomotor and mobility problems among the elderly. Guidance in and opportunities for research in the field of gerontology, geriatric medicine or health care delivery should be available. The acquisition of management skills should be reflected in training programmes. Continuing Education in Gniatric Medicine: This should be comparable with that in other specialties in each country. Continuing education should be given high priority until undergraduate training in ageing and geriatric medicine has reached an adequate level. It was also recommended that resource centres should be given urgent priority and that a large and rapid increase is needed in the number of teachers in this specialty.
Medical Tcack Vol 5 No 2 1983
