Display options
Cite
Schrimpf Davis S, Regan S, Goodnow K, et al. Tell Me Your Story: Experiential learning using in-home interviews of healthy older adults. J Am Geriatr Soc. 2021;69(12):3608-3616doi: 10.1111/jgs.17483.
Schrimpf Davis, S., Regan, S., Goodnow, K., Gausvik, C., Pallerla, H., & Schlaudecker, J. D. (2021). Tell Me Your Story: Experiential learning using in-home interviews of healthy older adults. Journal of the American Geriatrics Society, 69(12), 3608-3616. https://doi.org/10.1111/jgs.17483
Schrimpf Davis, Susan, et al. "Tell Me Your Story: Experiential learning using in-home interviews of healthy older adults." Journal of the American Geriatrics Society vol. 69,12 (2021): 3608-3616. doi: https://doi.org/10.1111/jgs.17483
Schrimpf Davis S, Regan S, Goodnow K, Gausvik C, Pallerla H, Schlaudecker JD. Tell Me Your Story: Experiential learning using in-home interviews of healthy older adults. J Am Geriatr Soc. 2021 Dec;69(12):3608-3616. doi: 10.1111/jgs.17483. Epub 2021 Oct 20. PMID: 34669185.
Copy Download .nbib Format: NLM
Share it on

J Am Geriatr Soc. 2021 Dec;69(12):3608-3616. doi: 10.1111/jgs.17483. Epub 2021 Oct 20.

Tell Me Your Story: Experiential learning using in-home interviews of healthy older adults.

Journal of the American Geriatrics Society

Susan Schrimpf Davis, Saundra Regan, Keesha Goodnow, Christian Gausvik, Harini Pallerla, Jeffrey D Schlaudecker

Affiliations

  1. Department of Family and Community Medicine, Geriatrics Division, University of Cincinnati, Cincinnati, Ohio, USA.
  2. Department of Family and Community Medicine, Research Division, University of Cincinnati, Cincinnati, Ohio, USA.

PMID: 34669185 DOI: 10.1111/jgs.17483

Abstract

PURPOSE: To create a curriculum innovation for early preclinical medical students to explore personal perspectives by listening to and learning from the lived experience of community-living older adults.

METHOD: Tell Me Your Story (TMYS) paired first-year medical students (MS1s) with community-dwelling older adult partners (OAPs) residing in the independent living portion of a continuing care retirement community (CCRC) for a half-day educational experience. MS1s conducted 1-hour semi-structured interviews with their OAP and then formed small groups with geriatric faculty members to explore experiences and views that were either reinforced or challenged. The authors evaluated the effectiveness of this exercise using post-activity surveys. A mixed-methods analysis of 7 years of data (2013-2019) was conducted.

RESULTS: TMYS had 1251 MS1 participants from 2013 to 2019. Students completed 1052 surveys for a response rate of 84%. During the semi-structured interview with OAP, the frequency of issues discussed included relationships (94%), professionalism/art of medicine (91%), healthcare accessibility (83%), death/dying/grieving/loss (72%), nutrition (69%), ethics (64%), and cultural competence (61%). Exactly 97% (n = 1023) responded that the overall organization was "good, very good or excellent." The most prominent themes identified by student responses highlighted person-centered care, patient perspective, life experience/personal stories, and doctor-patient relationship. Fifty-three faculty members completed the post-program survey. Exactly 100% (53/53) rated the quality of this exercise as an educational experience high.

CONCLUSION: TMYS was highly valued by students and provided an important experiential learning activity in preclinical medical education. Themes related to person-centered care emerged from the intervention.

© 2021 The American Geriatrics Society.

Keywords: ageism; conversational competence; curriculum innovation; geriatric education; narrative medicine

References

  1. Sehgal M. To teach is to learn twice: introducing the geriatrics education and innovation corner. J Am Geriatr Soc. 2019 Oct;67(10):2004-2005. https://doi.org/10.1111/jgs.16139 - PubMed
  2. Eaton J. Importance of 2020 Census to Older Americans. AARP. Published September 5, 2019. Accessed March 31, 2021. https://www.aarp.org/politics-society/government-elections/info-2019/census-impact-older-americans.html#:~:text=In%202010%2C%20there%20were%20more - PubMed
  3. Wilson LA, Gilliam MA, Richmond NL, Mournighan KJ, Perfect CR, Buhr GT. Geriatrics scholarly concentration programs among U.S. medical schools. J Am Geriatr Soc. 2020;68:2117-2122. https://doi.org/10.1111/jgs.16673 - PubMed
  4. Petriceks AH, Olivas JC, Srivastava S. Trends in geriatrics graduate medical education programs and positions, 2001 to 2018. Gerontol Geriatr Med. 2018;18:4. https://doi.org/10.1177/2333721418777659 - PubMed
  5. Warshaw GA, Bragg EJ, Brewer DE, Meganathan K, Ho M. The development of academic geriatric medicine: progress toward preparing the nation's physicians to care for an aging population. J Am Geriatr Soc. 2007;55(12):2075-2082. https://doi.org/10.1111/j.1532-5415.2007.01519.x - PubMed
  6. Eleazor GP, Doshi R, Wieland D, Boland R, Hirth VA. Geriatric content in medical school curricula: results of a national survey. J Am Geriatr Soc. 2005;53(1):136-140. https://doi.org/10.1111/j.1532-5415.2005.53023.x - PubMed
  7. Eleazor GP, McRae T, Knebl J, et al. Core competencies for the care of older patients: recommendations of the American Geriatrics Society. Acad Med. 2000;75(3):252-255. - PubMed
  8. Anderson MB. A thematic summary of the geriatrics curricula at 40 U.S. medical schools. Acad Med. 2004;79(7 suppl):S213-S222. https://doi.org/10.1097/00001888-200407001-00044 - PubMed
  9. Karikari G, Huber L, Lohrmann DK, Ozdogan Z. Medical students' perspectives and consideration of geriatrics for future practice. An exploratory study of a public medical school in Ghana. Gerontol Geriatr Educ. 2020;3:1-14. https://doi.org/10.1080/02701960.2020.1724997 - PubMed
  10. McManus K, Shannon K, Rhodes DL, Edgar JD, Cox C. An interprofessional education program's impact on attitudes toward and desire to work with older adults. Educ Health (Abingdon). 2017;30(2):172-175. https://doi.org/10.4103/efh.EfH_2_15 - PubMed
  11. Hagiwara Y, Pagan-Ferrer J, Sanchez-Reilly S. Impact of an early-exposure geriatrics curriculum in an accelerated baccalaureate-MD program. Gerontol Geriatr Educ. 2020;41(4):508-513. https://doi.org/10.1080/02701960.2018.1464919 - PubMed
  12. Meiboom AA, de Vries H, Hertogh CM, Scheele F. Why medical students do not choose a career in geriatrics: a systematic review. BMC Med Educ. 2015;15:101. https://doi.org/10.1186/s12909-015-0384-4 - PubMed
  13. Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3:77-101. - PubMed
  14. Pershing S, Fuchs VR. Restructuring medical education to meet current and future health care needs. Acad Med. 2013;88(12):1798-1801. https://doi.org/10.1097/ACM.0000000000000020 - PubMed
  15. Eleazer GP, Wieland D, Roberts E, Richeson N, Thornhill JT. Preparing medical students to care for older adults: the impact of a Senior Mentor Program. Acad Med. 2006;81(4):393-398. https://doi.org/10.1097/00001888-200604000-00015 - PubMed
  16. Bernard MA, McAuley WJ, Belzer JA, Neal KS. An evaluation of a low-intensity intervention to introduce medical students to healthy older adult people. J Am Geriatr Soc. 2003;51(3):419-423. https://doi.org/10.1046/j.1532-5415.2003.51119.x - PubMed
  17. McDonald S. Long term care: narrative medicine with older adults. Today's Geriatric Medicine. 11:28. Accessed March 31, 2021. https://www.todaysgeriatricmedicine.com/archive/MA18p28.shtml - PubMed
  18. Blachman NL, Blaum CS, Zabar S. Reasons geriatrics fellows choose geriatrics as a career, and implications for workforce recruitment. Gerontol Geriatr Educ. 2021;42(1):38-45. https://doi.org/10.1080/02701960.2019.1604341 - PubMed
  19. Raj M, Platt JE, Anthony DL, Fitzgerald JT, Lee SD. Exploring how personal, social, and institutional characteristics contribute to geriatric medicine subspecialty decisions: a qualitative study of trainees' perceptions. Acad Med. 2021;96(3):425-432. https://doi.org/10.1097/ACM.0000000000003784 - PubMed

Publication Types