Op-296 Student Feedbacks Of Scenarios In Geriatrics Block

Demet Karadenizli1, Berna Tander2
1 Baskent University Family Medicine department
2 Ondokuz Mayis University Physical Therapy and education department
Introduction: Geriatrics should be integrated into the medical education as the population getting older. The curriculum program committee in Ondokuz Mayis University Medical School, has decided to insert a geriatrics block to the· third undergraduate year. We aim to present the feedbacks of students about the scenarios we used.
Method: Block committee was composed of cardiology, gastroenterology, immunology, public health, pharmacology, neurology, urology, dietetics, obstetrics and gynaecology, pulmonary diseases, genetics, nephrology endocrinology, eye disease, ear-nose-and throat disease. The block committee -executed by two academicians one from Physical therapy and education and one from family medicine ordered eight presentations and four problem based learning sessions. In clinical skills laboratory, the interview with the geriatric patient took place with a simulated patient.
Scenarios, presentations and the clinical skills sessions were evaluated separately with different feedback forms designed for nature of the activity. Content evaluation was done according to the Likert scale(l-5) and general evaluation was done by analogous scale (1 :awful- 10:excellent)
Results: All the four scenarios were thought to have constructed realistically ( 4,44±0, 14; 4,04± 0,23; 4,74± 0,10; 4,86 0,36) and the students mostly think that the time period to digest the scenario was adequate ( 4,04± 0, 19; 4,23± 0, 16; 4,11± 0,13; 4,06± 0,15), the upcoming data is sufficient to re-evaluate the hypothesis (3,81± 0,21; 3,88± 0,19; 4,05± 0,14; 4,17± 0,10) but the achievement to the references (2,30± 0,27 ; 2,81± 0,26 ; 3,68± 0,15; 3,91± 0,16) and ability to solve the problem with previous knowledge ( 2,37± 0,22; 3,12± 0,21; 2,79± 0,24; 2,91± 0,21) were defective areas and should be analysed deeply.
Conclusion: We believe we have created a new approach for integrating a geriatric medicine component into an undergraduate medical curriculum and student feedbacks are the key tools to improve the curriculum.