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

References

• Armstrong, G., Headrick, L., Madigosky, W., & Ogrinc, G. (2012). Designing education to improve care. Joint Commission Journal on Quality and Patient Safety / Joint Commission Resources, 38(1), 5–14.
   PubMedGoogle Scholar
• Atkinson, H. H., Lambros, A., Davis, B. R., Lawlor, J. S., Lovato, J., Sink, K. M., & Williamson, J. D. (2013). Teaching medical student geriatrics competencies in 1 week: An efficient model to teach and document selected competencies using clinical and community resources. Journal of the American Geriatrics Society, 61(7), 1182–1187. doi:10.1111/jgs.12314
   PubMed Web of Science ®Google Scholar
• Bandura, A. (1962). Social-learning through imitation of adult models. American Journal of Orthopsychiatry, 32(2), 290–291.
   Web of Science ®Google Scholar
• Benbassat, J. (2014). Role modeling in medical education: The importance of a reflective imitation. Academic Medicine, 89(4), 550–554. doi:10.1097/Acm.0000000000000189
   PubMed Web of Science ®Google Scholar
• Bragg, E. J., Warshaw, G. A., Petterson, S. M., Xierali, I. M., Bazemore, A. W., & Phillips, R. L., Jr (2012). Refocusing geriatricians’ role in training to improve care for older adults. American Family Physician, 85(1), 59.
   PubMed Web of Science ®Google Scholar
• Campbell, J. Y., Durso, S. C., Brandt, L. E., Finucane, T. E., & Abadir, P. M. (2013). The unknown profession: A geriatrician. Journal of the American Geriatrics Society, 61(3), 447–449. doi:10.1111/jgs.12115
   PubMed Web of Science ®Google Scholar
• Chang, A., Fernandez, H., Cayea, D., Chheda, S., Paniagua, M., Eckstrom, E., & Day, H. (2014). Complexity in graduate medical education: A collaborative education agenda for internal medicine and geriatric medicine. Journal of General Internal Medicine, 29(6), 940–946. doi:10.1007/s11606-013-2752-2 .
   PubMed Web of Science ®Google Scholar
• Drickamer, M. A., Levy, B., Irwin, K. S., & Rohrbaugh, R. M. (2006). Perceived needs for geriatric education by medical students, internal medicine residents and faculty. Journal of General Internal Medicine, 21(12), 1230–1234. doi:10.1111/j.1525-1497.2006.00585.x
   PubMed Web of Science ®Google Scholar
• Egnew, T. R., & Wilson, H. J. (2010). Faculty and medical students’ perceptions of teaching and learning about the doctor-patient relationship. Patient Education and Counseling, 79(2), 199–206. doi:10.1016/j.pec.2009.08.012
   PubMed Web of Science ®Google Scholar
• Estes, C. L., & Binney, E. A. (1989). The biomedicalization of aging: Dangers and dilemmas. The Gerontologist, 29(5), 587–596. doi:10.1093/geront/29.5.587
   PubMed Web of Science ®Google Scholar
• Fischer, M. A., Harrell, H. E., Haley, H. L., Cifu, A. S., Alper, E., Johnson, K. M., & Hatem, D. (2008). Between two worlds: A multi-institutional qualitative analysis of students’ reflections on joining the medical profession. Journal of General Internal Medicine, 23(7), 958–963. doi:10.1007/s11606-008-0508-1
   PubMed Web of Science ®Google Scholar
• Friedman, L. S. (2014). Becoming a clinician-educator: Lessons learned. Gastroenterology, 146(3), 599–601. doi:10.1053/j.gastro.2014.01.037
   PubMed Web of Science ®Google Scholar
• Gaufberg, E. H., Batalden, M., Sands, R., & Bell, S. K. (2010). The hidden curriculum: What can we learn from third-year medical student narrative reflections? Academic Medicine: Journal of the Association of American Medical Colleges, 85(11), 1709–1716. doi:10.1097/ACM.0b013e3181f57899
   PubMed Web of Science ®Google Scholar
• Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory; strategies for qualitative research. Chicago, IL: Aldine Pub. Co.
   Google Scholar
• Hafferty, F. W. (1998). Beyond curriculum reform: Confronting medicine’s hidden curriculum. Academic Medicine: Journal of the Association of American Medical Colleges, 73(4), 403–407. doi:10.1097/00001888-199804000-00013
   PubMed Web of Science ®Google Scholar
• Haley, W. E., & Zelinski, E. (2007). Progress and challenges in graduate education in gerontology: The U.S. experience. Gerontology & Geriatrics Education, 27(3), 11–26. doi:10.1300/J021v27n03_02
   PubMedGoogle Scholar
• Higashi, R. T., Tillack, A. A., Steinman, M., Harper, M., & Johnston, C. B. (2012). Elder care as “frustrating” and “boring”: Understanding the persistence of negative attitudes toward older patients among physicians-in-training. Journal of Aging Studies, 26(4), 476–483. doi:10.1016/j.jaging.2012.06.007
   PubMed Web of Science ®Google Scholar
• Hsieh, C., Arenson, C. A., Eanes, K., & Sifri, R. D. (2010). Reflections of medical students regarding the care of geriatric patients in the continuing care retirement community. Journal of the American Medical Directors Association, 11(7), 506–510. doi:10.1016/j.jamda.2009.11.001
   PubMed Web of Science ®Google Scholar
• Karnieli-Miller, O., Vu, T. R., Holtman, M. C., Clyman, S. G., & Inui, T. S. (2010). Medical students’ professionalism narratives: A window on the informal and hidden curriculum. Academic Medicine: Journal of the Association of American Medical Colleges, 85(1), 124–133. doi:10.1097/ACM.0b013e3181c42896
   PubMed Web of Science ®Google Scholar
• Kitzinger, J. (1995). Qualitative research. Introducing focus groups. British Medical Journal (Clinical Research Ed.), 311(7000), 299–302. doi:10.1136/bmj.311.7000.299
   PubMed Web of Science ®Google Scholar
• Leipzig, R. M., Granville, L., Simpson, D., Anderson, M. B., Sauvigne, K., & Soriano, R. P. (2009). Keeping granny safe on July 1: A consensus on minimum geriatrics competencies for graduating medical students. Academic Medicine, 84(5), 604–610.
   PubMed Web of Science ®Google Scholar
• Lun, M. W. A. (2011). Student knowledge and attitudes toward older people and their impact on pursuing aging careers. Educational Gerontology, 37(1), 1–11. doi:10.1080/03601270903534770
   Web of Science ®Google Scholar
• Nanda, A., Farrell, T. W., Shield, R. R., Tomas, M., Campbell, S. E., & Wetle, T. (2013). Medical students’ recognition and application of geriatrics principles in a new curriculum. Journal of the American Geriatrics Society, 61(3), 434–439. doi:10.1111/jgs.12139
   PubMed Web of Science ®Google Scholar
• Nelson, T. D. (2005). Ageism: Prejudice against our feared future self. Journal of Social Issues, 61(2), 207–221. doi:10.1111/j.1540-4560.2005.00402.x
   Web of Science ®Google Scholar
• Nilsson, A., Lindkvist, M., Rasmussen, B. H., & Edvardsson, D. (2012). Staff attitudes towards older patients with cognitive impairment: Need for improvements in acute care. Journal of Nursing Management, 20(5), 640–647. doi:10.1111/j.1365-2834.2012.01406.x
   PubMed Web of Science ®Google Scholar
• Passi, V., Johnson, S., Peile, E., Wright, S., Hafferty, F., & Johnson, N. (2013). Doctor role modelling in medical education: BEME Guide No. 27. Medical Teacher, 35(9), E1422–E1436. doi:10.3109/0142159x.2013.806982
   PubMed Web of Science ®Google Scholar
• Sandars, J. (2009). The use of reflection in medical education: AMEE Guide No. 44. Medical Teacher, 31(8), 685–695. doi:10.1080/01421590903050374
   PubMed Web of Science ®Google Scholar
• Scott, A. (2014). Getting the balance right between generalism and specialisation - Does remuneration matter? Australian Family Physician, 43(4), 229–232.
   PubMed Web of Science ®Google Scholar
• Shah, U., Aung, M., Chan, S., & Wolf-Klein, G. P. (2006). Do geriatricians stay in geriatrics? Gerontology & Geriatrics Education, 27(1), 57–65. doi:10.1300/J021v27n01_04
   PubMedGoogle Scholar
• Sherman, F. T. (2003). The geriatric giants. Don’t miss their footprints! Geriatrics, 58(4), 8.
   Google Scholar
• Shue, C. K., McNeley, K., & Arnold, L. (2005). Changing medical students’ attitudes about older adults and future older patients. Academic Medicine: Journal of the Association of American Medical Colleges, 80(10 Suppl), S6–9. doi:10.1097/00001888-200510001-00005
   PubMed Web of Science ®Google Scholar
• Srinivasan, M., Li, S. T., Meyers, F. J., Pratt, D. D., Collins, J. B., Braddock, C., & Hilty, D. M. (2011). “Teaching as a competency”: Competencies for medical educators. Academic Medicine: Journal of the Association of American Medical Colleges, 86(10), 1211–1220. doi:10.1097/ACM.0b013e31822c5b9a
   PubMed Web of Science ®Google Scholar
• Sutkin, G., Wagner, E., Harris, I., & Schiffer, R. (2008). What makes a good clinical teacher in medicine? A review of the literature. Academic Medicine: Journal of the Association of American Medical Colleges, 83(5), 452–466. doi:10.1097/ACM.0b013e31816bee61
   PubMedGoogle Scholar
• Thomas, D. C., Leipzig, R. M., Smith, L. G., Dunn, K., Sullivan, G., & Callahan, E. (2003). Improving geriatrics training in internal medicine residency programs: Best practices and sustainable solutions. Annals of Internal Medicine, 139(7), 628–634. doi:10.7326/0003-4819-139-7-200310070-00037
   PubMed Web of Science ®Google Scholar
• Tullo, E. S., Spencer, J., & Allan, L. (2010). Systematic review: Helping the young to understand the old. Teaching interventions in geriatrics to improve the knowledge, skills, and attitudes of undergraduate medical students. Journal of the American Geriatrics Society, 58(10), 1987–1993. doi:10.1111/j.1532-5415.2010.03072.x
   PubMed Web of Science ®Google Scholar
• van De Pol, M. H., Lagro, J., Fluit, L. R., Lagro-Janssen, T. L., & Olde Rikkert, M. G. (2014). Teaching geriatrics using an innovative, individual-centered educational game: Students and educators win. A proof-of-concept study. Journal of the American Geriatrics Society, 62(10), 1943–1949. doi:10.1111/jgs.13024
   PubMed Web of Science ®Google Scholar
• van De Pol, M. H., & Van Weel-Baumgarten, E. M. (2012). Challenges in communication during clerkships: A case report. Medical Teacher, 34(10), 848–849. doi:10.3109/0142159X.2012.689032
   PubMed Web of Science ®Google Scholar
• van Tongeren-Alers, M., Van Esch, M., Verdonk, P., Johansson, E., Hamberg, K., & Lagro-Janssen, T. (2011). Are new medical students’ specialty preferences gendered? related motivational factors at a Dutch medical school. Teaching and Learning in Medicine, 23(3), 263–268. doi:10.1080/10401334.2011.586928
   PubMed Web of Science ®Google Scholar
• White, C. B., Kumagai, A. K., Ross, P. T., & Fantone, J. C. (2009). A qualitative exploration of how the conflict between the formal and informal curriculum influences student values and behaviors. Academic Medicine, 84(5), 597–603. doi:10.1097/ACM.0b013e31819fba36
   PubMed Web of Science ®Google Scholar