Lessons learned from narrative feedback of students on a geriatric training program

Figures & data

Table 1. Outline of the 4-week elective geriatrics course.

	Monday	Tuesday	Wednesday	Thursday	Friday
Week 1	Lectures Self-study Become familiar with serious game	Lectures Play the serious game	Lectures Self-study Visit patients	Geriatric assessment of patient cases Self-study	Journal club Play serious game
Weeks 2 and 3	Students work on their serious game case together in small groups of five students each, working under the supervision of a geriatrician or general practitioner who specializes in elderly care.
	Self-study and journal clubs to discuss evidence-based geriatrics, guidelines, and geriatric assessment.
Week 4	Write reports regarding patient cases (geriatric assessment), working with the guidelines and serious game cases. All student groups play each developed game case.			Knowledge exam (individual)	Oral presentation of the serious game cases

Table 2. Overarching themes from narrative reflections.

Theme	Different topics
Perception of geriatrics and care for older persons	Complexity of care for older persons Relevance of geriatrics and care for older persons Difficulty of nonsufficient disease guidelines
Geriatric-specific problems	Frailty Emphasis on quality of life Cost-consciousness
Learning environment	Practice-based learning Appealing teaching Serious gaming Meeting a researcher Team work Using a real patient case
Professional identity	Seeing oneself in the role of doctor– Ideas about geriatrics and care for older persons