Geriatric Rotation Research Articles

Attitudes of Nursing Facilities' Staff Toward Pharmacy Students' Interaction with its Residents.

All Appalachian College of Pharmacy second-year students undertake the longitudinal geriatric early pharmacy practice experiences (EPPE) 2 course, which involves interacting with geriatric residents in two nursing facilities over two semesters. The study investigated the nursing staff's perceptions about the rotation and the pharmacy students' interaction with nursing facility residents. Cross-sectional study. Academic setting. 63 nursing facility staff. A 10-item attitude survey administered to nursing staff. Nursing staff attitude toward pharmacy students' interaction with geriatric residents during the course. Sixty-three responses were received (84% response rate). Most respondents were female (95.2%), who occasionally interacted with pharmacy students (54.8%) and had worked at the facilities for an average of 6.8 years (standard deviation [SD] = 6.7) years. Staff reported that pharmacy students practiced interacting with geriatric residents and nursing facility staff, learned about different medications taken by residents as well as their life as a nursing facility resident. In addition, the student visits improved the mood of residents and staff's understanding of medicines, among others. Staff suggested that students spend more time with their residents in the facility as well as ask more questions of staff. The nursing facility staff generally had favorable attitudes about pharmacy students' visits in their nursing facility. Nursing facility staff noted that the geriatric rotation was a great learning experience for the pharmacy students.

Necessity is the mother of invention: an innovative hospitalist-resident initiative for improving quality and reducing readmissions from skilled nursing facilities

ABSTRACTBackground: Hospital readmissions have been a major challenge to the US health system. Medicare data shows that approximately 25% of Medicare skilled nursing facility (SNF) residents are readmitted back to the hospital within 30 days. Some of the major reasons for high readmission rates include fragmented information exchange during transitions of care and limited access to physicians round-the-clock in SNFs. These represent safety, quality, and health outcome concerns.Aim: The goal of the project was to reduce hospital readmission rates from SNFs by improving transition of care and increasing physician availability in SNFs (five to seven days a week physical presence with 24/7 accessibility by phone).Methods: We proposed a model whereby a hospitalist-led team, including the resident on the geriatrics rotation, followed patients discharged from the hospital to one SNF. Readmission rates pre- and post-implementation were compared.Study results: The period between January 2014 and June 2014 served as the baseline and showed readmission rate of 32.32% from the SNF back to the hospital. After we implemented the new hospitalist SNF model in June 2014, readmission rates decreased to 23.96% between July 2014 and December 2014. From January 2015 to June 2015, the overall readmission rate from the SNF reduced further to 16.06%. Statistical analysis revealed a post-intervention odds ratio of 0.403 (p < 0.001).Conclusion: The government is piloting several care models that incentivize value- based behavior. Our study strongly suggests that the hospitalist-resident continuity model of following patients to the SNFs can significantly decrease 30-days hospital readmission rates.

Palliative Care Teaching in the Yale Internal Medicine Curriculum: How Are We Doing? (S710)

•Review the approach to curriculum mapping for current palliative care content in one Internal Medicine Residency Program.•Identify the resident level palliative care competencies that are explored and missed during Internal Medicine Training in this program.•Discuss the strengths and limitations of curriculum mapping as a method in this setting. As the prevalence of patients living with serious illness rises, it is essential that residents are trained to provide primary palliative care. To elucidate the existing palliative care exposure in the Yale Primary Care and Traditional Internal Medicine Residency Programs through the use of curricular mapping, a tool linking instructional methods with educational outcomes. To identify content gaps in the Yale Internal Medicine residencies based on published residency-level palliative care competency domains: Pain & Symptom Management (PSM), Communication, Psychosocial/Spiritual/Cultural Aspects of Care (PSC), Terminal Care & Bereavement (TCB), Palliative Care Principles & Practice (PCPP). We reviewed curricular content for 7/1/2014-6/30/2015. We identified core educational venues: grand rounds, morning report, attending rounds, ambulatory didactic sessions, noon conference, geriatrics rotation, electives, and the intranet palliative care curriculum. We reviewed the online content of grand rounds, ambulatory didactics, and the intranet curriculum. For morning report, attending rounds, and noon conference content, faculty from both residency programs were emailed. This was not feasible in the Traditional Program given scheduling complexity and size. We emailed 22 core Primary Care Program faculty for the title and learning Objectives identifying the covered competencies. We mapped the content to the competencies. We had data for 4 educational venues: grand rounds, morning report, attending rounds, ambulatory didactics. Of the physicians emailed 10 provided data. Within the 4 venues, 38 events addressed at least 1 competency domain. 66% addressed communication, 58% addressed PSC, 34% addressed PSM, 16% addressed PCPP, none addressed TCB. 10% were palliative care lectures, 10% covered Hospice, none covered Spirituality. Communication and Psychosocial & Cultural Aspects were addressed often while TCB and Spirituality were absent. Mapping was limited by a lack of a central content database and the inability to capture informal teaching.

Medical Director of the Year Loves the Art of Geriatrics

Medical Director of the Year Loves the Art of Geriatrics

Geriatric pharmacy training requirements: A survey of residency programs.

Results of a survey assessing opportunities for geriatrics training currently available to pharmacy residents and residency directors' views on the concept of a defined slate of required geriatrics rotations are reported. Directors of postgraduate year 1 (PGY1) pharmacy residency programs (n = 368) and postgraduate year 2 (PGY2) geriatric pharmacy residencies (n = 13) were surveyed regarding current training opportunities in geriatrics. PGY2 residency directors were invited to participate in a follow-up survey to identify high-priority areas for possible standardization of residency requirements on clinical rotations in geriatric practice settings. About 21% of the PGY1 residency directors who responded to the survey indicated that their program required a geriatrics rotation, and 47% reported elective geriatrics rotations. All 13 PGY2 geriatric pharmacy residencies represented in the survey offered a long-term care rotation, with 12 offering rotations in mental health and outpatient geriatrics, 11 offering a hospice/palliative care rotation, and 10 offering a rotation in inpatient geriatrics. All 11 PGY2 directors who responded to the follow-up survey supported requiring a long-term care rotation in future revisions of the ASHP accreditation standard for geriatric pharmacy residencies; 10 supported required rotations in inpatient and outpatient geriatrics, and 9 supported requiring a hospice/palliative care rotation. Geriatrics-oriented training in PGY1 pharmacy residencies is limited, with only about one in five programs requiring a geriatrics rotation. The survey results indicated broad support among PGY2 program heads for required rotations in various geriatric healthcare settings.

Meet the AMDA Medical Director of the Year Nominees

Meet the AMDA Medical Director of the Year Nominees

How Can we Recruit Future Geriatric Psychiatrists? Findings from a Canada-wide Survey of Psychiatry Residents

Introduction: Despite an impending “silver tsunami”, there remains a shortage of geriatric psychiatrists throughout the world. The factors associated with psychiatric residents’ interest in geriatric psychiatry have not yet been examined in a nationallyrepresentative sample. Methods: This was an online survey of 226 Canadian psychiatry residents (24.3% response rate). The main outcome was interest in becoming a geriatric psychiatrist. Bivariate and multivariate analyses were performed to better understand what demographic, educational, and vocational variables were associated with interest in becoming a geriatric psychiatrist. Results: A number of respondents had an interest in becoming a geriatric psychiatrist (29.0%, n1⁄460); in doing a geriatric psychiatry fellowship (20.3 %, n1⁄442); or an interest in doing geriatric psychiatry as a part of the clinical practice (60.0%, n1⁄4124). Demographic characteristics (e.g. age, gender, ethnicity) did not correlate with interest in geriatric psychiatry. The variables most robustly associated with interest in geriatric psychiatry were: 1) completion of geriatric psychiatry rotation(s) before 3rd year of residency (OR 5.13 [95%CI: 1.23-21.4]); 2) comfort working with geriatric patients and their families (OR 18.6 [95%CI: 2.09-165.3]); 3) positive experiences caring for older adults prior to medical school (OR 12.4 [95%CI: 1.07-144.5]); and 4) the presence of annual conferences in the resident’s field of interest (OR 4.50 [95%CI: 1.12-18.2]). Conclusions: Exposing medical students and junior psychiatry residents to clinical geriatric psychiatry rotations that increase comfort in working with older adults may help improve recruitment of geriatric psychiatrists. In this poster, we explore potential ways of implementing these findings in a future randomized medical education intervention trial in medical students.

An Intervention to Improve Knowledge of Care Options and Self-Management Among Women with Breast Cancer (S788)

Methods. Residents during their geriatric rotation were randomized to standard rotation curriculum (n1⁄412) or standard curriculum plus a half-day of supervised home visits with a hospice team (n1⁄411). All residents completed an Objective Structured Clinical Examination (OSCE) at the end of the rotation that measured the ability to effectively discuss prognosis and recommend hospice. Results. Residents were competent in patientcentered communication skills including exploring patients’ goals and values (100%) and exploring patients’ understanding of their illnesses (96%). Most residents also described hospice’s focus on quality of life (100%) and its concordance with the goal of not going to the hospital (96%). Compared to communicating the overall goals of hospice, residents had more difficulty describing the specifics of hospice such as the need for a primary caregiver (26%) and hospice’s provision of bereavement support (9%). Overall, few residents stated a recommendation for hospice (48%); however, of those who did, 64% experienced a home hospice visit and 36% did not. Additionally, the only residents to describe bereavement support participated in the home hospice experience. Conclusions. Preliminary analysis suggests a trend towards a significant increase in recommending hospice and describing the provision of bereavement care among residents who participated in the hospice home visit experience. Implications forResearch, Policy, or Practice. Home hospice visits may be a high value educational activity for residents.

Achieving competency in wound care: an innovative training module using the long-term care setting.

Structured academic teaching on wound care was developed, based on the long-term care (LTC) setting, with the goal of ensuring that postgraduate family medicine residents attain competency in assessment and treatment of wounds and pressure ulcers (PUs). The curriculum for the 1-month learning module was based on clinical practice guidelines for the prevention, assessment, and treatment of PUs and wounds. The learning techniques used include a learners' needs assessment, a small-group didactic session, interdisciplinary bedside case discussions and a toolkit. The curriculum is delivered in four weekly, 90-minute interdisciplinary teaching sessions during the mandatory 1-month geriatrics rotation for postgraduate family medicine trainees. Competency is evaluated by the end of the module by reviewing trainees' documentation of a thorough objective clinical wound assessment, diagnosis of underlying cause, significant contributing risk factors and proposed treatment plan. This approach can be used to train family medicine, hospitalist, and geriatric residents in other acute or LTC teaching facilities where there is a prevalence of PUs.

Geriatrics education is associated with positive attitudes toward older people in internal medicine residents: A multicenter study

ObjectiveThe number of older people is growing fast in Turkey. In this context, internal medicine residents and specialists contact older people more frequently. Thus, healthcare providers’ knowledge and attitudes toward older people is becoming more important. Studies that specifically investigate internal medicine residents’ attitudes toward the elderly are scarce. We aimed to investigate the attitudes of internal medicine residents toward older people. MethodsThis cross-sectional multicenter study was undertaken in the internal medicine clinics of six university state hospitals that provide education in geriatric care. All internal medicine residents working in these hospitals were invited to participate in this questionnaire study between March 2013 and December 2013. We recorded the participants’ age, sex, duration of internal medicine residency, existence of relatives older than 65 years, history of geriatrics course in medical school, geriatrics rotation in internal medicine residency, and nursing home visits. ResultsA total of 274 (82.3%) of the residents participated in this study, and 83.6% of them had positive attitudes toward older people. A geriatrics rotation during internal medicine residency was the only independent factor associated with positive attitudes toward the elderly in this multivariate analysis. A geriatrics course during medical school was associated with positive attitudes in the univariate analysis, but only tended to be so in the multivariate analysis. ConclusionGeriatrics rotation during internal medicine residency was independently associated with positive attitudes toward older people. Generalization of geriatrics education in developing countries may translate into a better understanding and improved care for older patients.

Assessing Effectiveness of a Geriatrics Rotation for Second-Year Internal Medicine Residents.

Residents need to acquire an understanding of the biopsychosocial aspects of caring for older adults with chronic illness, along with effective use of interdisciplinary services inside and outside of the hospital. We expanded the geriatric medicine experience for second-year internal medicine residents and present the results of the first year's experience. We paired a mandatory rotation for postgraduate year-2 internal medicine residents (2weeks of day and 1week of night inpatient experience in the Acute Care for Elders Unit), and a 1-week outpatient systems-based practice experience with online modules and readings. Evaluation included a case presentation, an oral examination, a written questionnaire for all residents, and a global assessment of the residents' performance on the geriatrics portion of the 2012 In-Training Examination (ITE). All residents passed their oral examination; there was little difference between classes in systems-based practice knowledge. More than 90% (21 of 23) of the residents who took the rotation reported that it left a lasting impression on how they would care for their patients. Mean ITE scores in geriatrics for all residents increased from 53% (versus 61% overall) in 2010 to 87% (versus 81%) in 2012, although they dropped to 69% (versus 82%) in 2013. A rotation in geriatrics that is highly rated and covers both acute care and systems-based practice concepts is feasible for internal medicine residents. Residents did not learn detailed knowledge about specific programs for older adults, but clinical geriatrics knowledge improved.

Geriatric emergency department innovations: preliminary data for the geriatric nurse liaison model.

Older adults account for a large and growing segment of the emergency department (ED) population. They are often admitted to the hospital for nonurgent conditions such as dementia, impaired functional status, and gait instability. The aims of this geriatric ED innovations (GEDI) project were to develop GEDI nurse liaisons by training ED nurses in geriatric assessment and care coordination skills, describe characteristics of patients that these GEDI nurse liaisons see, and measure the admission rate of these patients. Four ED nurses participated in the GEDI training program, which consisted of 82hours of clinical rotations in geriatrics and palliative medicine, 82hours of didactics, and a pilot phase for refinement of the GEDI consultation process. Individuals were eligible for GEDI consultation if they had an Identification of Seniors At Risk (ISAR) score greater than 2 or at ED clinician request. GEDI consultation was available Monday through Friday from 9:00 a.m. to 8:00 p.m. An extensive database was set up to collect clinical outcomes data for all older adults in the ED before and after GEDI implementation. The liaisons underwent training from January through March 2013. From April through August 2013, 408 GEDI consultations were performed in 7,213 total older adults in the ED (5.7%, 95% confidence interval (CI)=5.2-6.2%), 2,124 of whom were eligible for GEDI consultation (19.2%, 95% CI=17.6-20.9%); 34.6% (95% CI=30.1-39.3%) received social work consultation, 43.9% (95% CI=39.1-48.7) received pharmacy consultation, and more than 90% received telephone follow-up. The admission rate for GEDI patients was 44.9% (95% CI=40.1-49.7), compared with 60.0% (95% CI=58.8-61.2) non-GEDI. ED nurses undergoing a 3-month training program can develop geriatric-specific assessment skills. Implementation of these skills in the ED may be associated with fewer admissions of older adults.

Improving medication management competency of clinical trainees in geriatrics.

The authors hypothesized that an interprofessional workshop would improve geriatrics trainees' medication management. The workshop was based on a needs assessment and comprised an interactive session with pharmacists on managing medications in elderly adults. Participants were trainees in their geriatrics rotation at a tertiary care medical center. Trainees completed a medication appropriateness survey for three patients, one of which was their own. After the workshop, trainees reviewed medications of the three patients. Trainees completed online surveys after their rotation and 3 months later. Of 95 trainees rotating through geriatrics, 76 (80%) attended the workshop and completed the worksheet. Trainees' scores on reviewing medication lists improved significantly, from 6.7±2.3 to 7.7±2.0 out of 11 for standardized patient 1 (P<.001) and from 5.7±1.8 to 6.4±1.5 out of 11 for standardized patient 2 (P=.009). Trainees' scores on their own patients' lists also improved significantly, from 5.6±1.5 to 6.6±1.5 out of 10 (P<.001). After the workshop, 95% (71/75) planned to change the medication regimen of the patient they presented, and 93% (68/73) planned to change other patients' medications based on information learned during the workshop. Three months later, 35% (12/34) had made changes to the regimen of the patient they discussed during the workshop, and 71% (15/21) had made changes to other patients' regimens. Seventy-eight percent (18/23) rated the workshop as the top nonclinical experience of their geriatrics rotation. In conclusion, this interprofessional medication management workshop improved trainees' ability to perform medication reviews accurately and led to change in self-reported prescribing behavior.

Geriatric core competencies for family medicine curriculum and enhanced skills: care of elderly.

BackgroundThere is a growing mandate for Family Medicine residency programs to directly assess residents’ clinical competence in Care of the Elderly (COE). The objectives of this paper are to describe the development and implementation of incremental core competencies for Postgraduate Year (PGY)-I Integrated Geriatrics Family Medicine, PGY-II Geriatrics Rotation Family Medicine, and PGY-III Enhanced Skills COE for COE Diploma residents at a Canadian University.MethodsIterative expert panel process for the development of the core competencies, with a pre-defined process for implementation of the core competencies.ResultsEighty-five core competencies were selected overall by the Working Group, with 57 core competencies selected for the PGY-I/II Family Medicine residents and an additional 28 selected for the PGY-III COE residents. The core competencies follow the CanMEDS Family Medicine roles. Both sets of core competencies are based on consensus.ConclusionsDue to demographic changes, it is essential that Family Physicians have the required skills and knowledge to care for the frail elderly. The core competencies described were developed for PGY-I/II Family Medicine residents and PGY-III Enhanced Skills COE, with a focus on the development of geriatric expertise for those patients that would most benefit.

An Educational Intervention to Improve Internal Medicine Interns' Awareness of Hazards of Hospitalization in Acutely Ill Older Adults

Hospitalized older adults are susceptible to complications termed "hazards of hospitalization" (HOH), which collectively result in poor patient outcomes. Previous research has shown that residents are not aware of their patients' risk factors for HOH. This study investigated the effect of an educational intervention to increase internal medicine interns' knowledge and self-efficacy of HOH and to improve their care of hospitalized older adults as measured by their documentation of HOH. Targeted learners were internal medicine interns on their geriatrics rotation at a large academic hospital in 2011 to 2012. The intervention covered 10 specific HOH: delirium, pressure ulcers, urinary incontinence and retention, functional decline, falls, suboptimal prescribing, dehydration and malnutrition, infection, depression, and inappropriate interventions. Knowledge and self-efficacy were measured before and after training. HOH documentation rates of interns who did and did not complete the training were compared over a preset 8-week period. Forty-two of 43 eligible interns completed the curriculum. After training, knowledge was significantly greater (approximately 1 more correct question out of 3, P < .001). Self-reported confidence in managing each hazard also significantly increased (13 questions on two 5-point Likert scales, P < .001). Trained interns had significantly more-frequent documentation of patients' activities of daily living, gait, and plan for functional decline prevention than interns who were not trained (P < .05). Conversely, documentation of instrumental activities of daily living was more frequent among interns who were not trained (P < .01). Implementation of an educational intervention was successful in improving educational and behavior change outcomes regarding HOH.

Development and Assessment of a Web-Based Clinical Quality Improvement Curriculum

Understanding quality improvement (QI) is an important skill for physicians, yet educational interventions focused on teaching QI to residents are relatively rare. Web-based training may be an effective teaching tool in time-limited and expertise-limited settings. We developed a web-based curriculum in QI and evaluated its effectiveness. During the 2011-2012 academic year, we enrolled 53 first-year internal medicine residents to complete the online training. Residents were provided an average of 6hours of protected time during a 1-month geriatrics rotation to sequentially complete 8 online modules on QI. A pre-post design was used to measure changes in knowledge of the QI principles and self-assessed competence in the objectives of the course. Of the residents, 72% percent (37 of 51) completed all of the modules and pretests and posttests. Immediate pre-post knowledge improved from 6 to 8.5 for a total score of 15 (P < .001) and pre-post self-assessed competence in QI principles on paired t test analysis improved from 1.7 to 2.7 on a scale of 5 for residents who completed all of the components of the course. Web-based training of QI in this study was comparable to other existing non-web-based curricula in improving learner confidence and knowledge in QI principles. Web-based training can be an efficient and effective mode of content delivery.

Urinary Incontinence in the Elderly

OPEN ACCESSFebruary 13, 2014Urinary Incontinence in the Elderly Craig Rubin, MD, Philippe Zimmern, Lindsay Oksenberg Craig Rubin, MD University of Texas Southwestern Medical Center Southwestern Medical School Google Scholar More articles by this author , Philippe Zimmern University of Texas Southwestern Medical Center Southwestern Medical School Google Scholar More articles by this author , Lindsay Oksenberg University of Texas Southwestern Medical Center Southwestern Medical School Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9708 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstractThe University of Texas Southwestern Aging and Geriatrics Education's Urinary Incontinence (UI) resource is a comprehensive core curriculum on UI in the elderly which can be incorporated into existing undergraduate medical education courses at both the preclinical and clinical levels. After completion of the program, medical students will have been trained in the basic evaluation and treatment of UI in the elderly. The program and learning platforms are created in sequential modules so that components can be utilized as a clinical relevance link to basic science courses (e.g., anatomy, physiology, pharmacology) and for different levels of learners (e.g., third- and fourth-year students), and is required during a 2-week geriatrics rotation for all internal medicine and general psychiatry interns. It is also utilized in the family medicine clerkship. The resource utilizes a narrated, self-paced, interactive medium using high quality visual renditions. Each section includes a mini-quiz and a section on clinical cases for review is also provided. Educational Objectives By the end of this session, learners will be able to: Describe the anatomy and physiology of the continence mechanism.Discuss the age-related changes in the anatomy and physiology of the lower urinary tract which increase the risk of urinary infection (UI).Evaluate and diagnose the cause of a patient's urinary incontinence.Create a treatment and management plan for a patient with urinary incontinence.Describe how medications can cause UI and also understand complications from medications used to treat UI. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Instructor's Guide.docx Urinary Incontinence in the Elderly folder To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. This publication includes large downloadable files. If you experience difficulty downloading these files, please contact [email protected] to receive a free DVD version via mail. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Copyright & Permissions© 2014 Rubin et al. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial license.KeywordsUrinary IncontinencePhysiologyCaring for the Older AdultGeriatric SyndomesEvaluation Studies as TopicGeriatric AssessmentTreatmentTherapeuticsAging FundamentalsEvaluationMedication Management Disclosures None to report. Funding/Support This research was supported by the Donald W. Reynolds Foundation. Loading ...

Effect of a long-term care geriatrics rotation on physician assistant students' knowledge and attitudes towards the elderly.

Physician assistants (PAs) have the opportunity to contribute to the high demand of providing health care to the growing older adult population. It is essential they have the knowledge to meet this need. The purpose of this study was to determine the difference in knowledge of and attitudes towards the elderly among a group of PA students before and after a required four-week geriatric rotation. PA students' knowledge of geriatrics was significantly improved following the long-term care rotation. Attitude did not change following the rotation but reflected a positive attitude at baseline. It is recommended that PA programs incorporate a rotation in geriatrics/long-term care to help increase PA students' geriatrics-specific knowledge and to better prepare them to provide care to their elderly patients.

Impact of a mandatory geriatric medicine clerkship on the care of older acute medical patients: a retrospective cohort study.

BackgroundThe impact of geriatric medicine educational programs on patient level outcomes, as opposed to educational measures, is not well studied. We aimed to determine whether completion of a mandatory geriatrics rotation changed the clinical behaviors of clerks caring for older patients admitted to a medical clinical teaching unit.MethodsWe reviewed the charts of 132 older (>70y) patients, admitted to one medical clinical teaching unit (CTU) during 2005, and cared for by a clinical clerk, for documented functional assessment, cognitive assessment, recognition of medications that cause confusion, and early removal of indwelling urinary catheters. Performance of these outcomes was compared between clerks who had completed a mandatory 2-week geriatrics rotation immediately before the medical CTU rotation (n = 62) and those who completed geriatrics immediately after (n = 74). Patient outcomes were also measured and compared between groups.ResultsCompared to clerks without prior geriatric exposure, clerks with geriatrics exposure were almost 3 times as likely to assess function of their older patients within two days of assuming care (27% vs. 12%, OR: 2.73, 95% CI: 1.12 to 6.66). There were no significant differences in the other clinical behaviors. Patients cared for by geriatrics-exposed clerks were less likely to die or be institutionalized (10% vs. 31%, OR: 0.24, 95% CI: 0.09 to 0.63), and they had shorter lengths of stay by an average of -7.14 days (95% CI: -12.2 to -2.07). Adjustment for baseline differences in age and cognitive impairment did not alter the results.ConclusionsClinical clerks who had completed a mandatory geriatrics rotation were more likely to document functional status upon assuming care of their older medical CTU patients, and there was also an association with better clinical outcomes. This highlights the value of including a geriatric medicine rotation as part of the core clerkship curriculum.

Teaching Our Young

Teaching Our Young