Abstract
In this study, classes of second and fourth year medical students rated the importance of 39 geriatrics teaching objectives and rated their self-perceived abilities regarding these objectives. A “needs score” was computed and ranked to indicate priority training objectives which varied over medical school classes. Five geriatric experiences are compared to students' self-perceived abilities. Students rated geriatrics learning objectives as highly important and reported improved abilities in diagnosing and managing diseases in the elderly. Abilities in performing functional assessments, utilizing community resources, diagnosing elder abuse and managing rehabilitation activities did not improve as much as other abilities. Incorporating increased training in functional assessments may be the single most effective method to improve abilities to accomplish multiple geriatrics learning objectives.
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