Integration of Geriatrics and Palliative Medicine Into a Medical Student Clinical Reasoning Curriculum
Introduction Integration of geriatrics and palliative medicine principles into preexisting medical student curricula is imperative to train future physicians to care for older adults and those facing serious illness. Methods We developed a case of an older adult presenting with a change in mental st...
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| Format: | Article |
| Language: | English |
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Association of American Medical Colleges
2025-02-01
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| Series: | MedEdPORTAL |
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| Online Access: | http://www.mededportal.org/doi/10.15766/mep_2374-8265.11495 |
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| author | Julia Caton Elaina Suridis Gabrielle R. Goldberg |
| author_facet | Julia Caton Elaina Suridis Gabrielle R. Goldberg |
| author_sort | Julia Caton |
| collection | DOAJ |
| description | Introduction Integration of geriatrics and palliative medicine principles into preexisting medical student curricula is imperative to train future physicians to care for older adults and those facing serious illness. Methods We developed a case of an older adult presenting with a change in mental status within a preexisting small-group case-based interactive clinical reasoning curriculum. The 1-hour and 50-minute session embedded the 4Ms framework (mentation, medications, mobility, and what matters most) in a clinical case to allow students an organic opportunity to apply the 4Ms in practice while using their communication, clinical reasoning, and hypothesis-driven physical examination skills. Students and faculty completed an end-of-session survey, and each small group's differential diagnoses were reviewed. Results Seventy-five second-year students and 26 faculty participated in the session. On retrospective pre-post surveys, student confidence in all the learning objectives significantly improved. Both students and faculty felt that the integration of geriatrics and palliative medicine was effective. Students valued the topic, appreciated the pedagogical approach and the relevance to clinical preparation, and identified opportunities for continued learning. Students’ differential diagnoses demonstrated application of components of three of the four Ms in the 4Ms framework (mentation, medications, and mobility). Notably, many learners did not apply the fourth M (what matters most) to the case without prompting. Discussion This curriculum was well received and effective and can be easily adapted for use with various levels of learners. Faculty should look for additional opportunities to integrate content into preexisting curricular structures. |
| format | Article |
| id | doaj-art-97c1f1e0d0bd4183a81db388974e8f55 |
| institution | Kabale University |
| issn | 2374-8265 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Association of American Medical Colleges |
| record_format | Article |
| series | MedEdPORTAL |
| spelling | doaj-art-97c1f1e0d0bd4183a81db388974e8f552025-02-06T05:00:09ZengAssociation of American Medical CollegesMedEdPORTAL2374-82652025-02-012110.15766/mep_2374-8265.11495Integration of Geriatrics and Palliative Medicine Into a Medical Student Clinical Reasoning CurriculumJulia Caton0Elaina Suridis1Gabrielle R. Goldberg2Assistant Professor, Division of Hospital Medicine, Department of Medicine, Northwell Health and Donald and Barbara Zucker School of Medicine at Hofstra/NorthwellAttending Physician, Division of Geriatrics and Palliative Medicine, Department of Medicine, Northwell HealthAssociate Professor and Director, Clinical Skills, Department of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/NorthwellIntroduction Integration of geriatrics and palliative medicine principles into preexisting medical student curricula is imperative to train future physicians to care for older adults and those facing serious illness. Methods We developed a case of an older adult presenting with a change in mental status within a preexisting small-group case-based interactive clinical reasoning curriculum. The 1-hour and 50-minute session embedded the 4Ms framework (mentation, medications, mobility, and what matters most) in a clinical case to allow students an organic opportunity to apply the 4Ms in practice while using their communication, clinical reasoning, and hypothesis-driven physical examination skills. Students and faculty completed an end-of-session survey, and each small group's differential diagnoses were reviewed. Results Seventy-five second-year students and 26 faculty participated in the session. On retrospective pre-post surveys, student confidence in all the learning objectives significantly improved. Both students and faculty felt that the integration of geriatrics and palliative medicine was effective. Students valued the topic, appreciated the pedagogical approach and the relevance to clinical preparation, and identified opportunities for continued learning. Students’ differential diagnoses demonstrated application of components of three of the four Ms in the 4Ms framework (mentation, medications, and mobility). Notably, many learners did not apply the fourth M (what matters most) to the case without prompting. Discussion This curriculum was well received and effective and can be easily adapted for use with various levels of learners. Faculty should look for additional opportunities to integrate content into preexisting curricular structures.http://www.mededportal.org/doi/10.15766/mep_2374-8265.11495ApplicationIntegrationClinical Reasoning/Diagnostic ReasoningGeriatricsHospice & Palliative Medicine |
| spellingShingle | Julia Caton Elaina Suridis Gabrielle R. Goldberg Integration of Geriatrics and Palliative Medicine Into a Medical Student Clinical Reasoning Curriculum MedEdPORTAL Application Integration Clinical Reasoning/Diagnostic Reasoning Geriatrics Hospice & Palliative Medicine |
| title | Integration of Geriatrics and Palliative Medicine Into a Medical Student Clinical Reasoning Curriculum |
| title_full | Integration of Geriatrics and Palliative Medicine Into a Medical Student Clinical Reasoning Curriculum |
| title_fullStr | Integration of Geriatrics and Palliative Medicine Into a Medical Student Clinical Reasoning Curriculum |
| title_full_unstemmed | Integration of Geriatrics and Palliative Medicine Into a Medical Student Clinical Reasoning Curriculum |
| title_short | Integration of Geriatrics and Palliative Medicine Into a Medical Student Clinical Reasoning Curriculum |
| title_sort | integration of geriatrics and palliative medicine into a medical student clinical reasoning curriculum |
| topic | Application Integration Clinical Reasoning/Diagnostic Reasoning Geriatrics Hospice & Palliative Medicine |
| url | http://www.mededportal.org/doi/10.15766/mep_2374-8265.11495 |
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