The knowledge-attitude dissociation in geriatric education: can it be overcome?

ABSTRACT

<p><b>INTRODUCTION</b>A knowledge-attitude dissociation often exists in geriatrics where knowledge but not attitudes towards elderly patients improve with education. This study aims to determine whether a holistic education programme incorporating multiple educational strategies such as early exposure, ageing simulation and small group teaching results in improving geriatrics knowledge and attitudes among medical students.</p><p><b>MATERIALS AND METHODS</b>We administered the 18-item University of California Los Angeles (UCLA) Geriatric Knowledge Test (GKT) and the Singapore-modified 16-item UCLA Geriatric Attitudes Test (GAT) to 2nd year students of the old curriculum in 2009 (baseline reference cohort, n = 254), and before and after the new module to students of the new curriculum in 2010 (intervention cohort, n = 261), both at the same time of the year.</p><p><b>RESULTS</b>At baseline, between the baseline reference and intervention cohort, there was no difference in knowledge (UCLA-GKT Score 31.6 vs 33.5, P = 0.207) but attitudes of the intervention group were worse than the baseline reference group (UCLA-GAT Score 3.53 vs 3.43, P = 0.003). The new module improved both the geriatric knowledge (UCLA-GKT Score 34.0 vs 46.0, P <0.001) and attitudes (UCLA-GAT Score 3.43 vs 3.50, P <0.001) of the intervention cohort.</p><p><b>CONCLUSION</b>A geriatric education module incorporating sound educational strategies improved both geriatric knowledge and attitudes among medical students.</p>