Changing the course of geriatrics education: an evaluation of the first cohort of Reynolds geriatrics education programs.

PURPOSE: To describe geriatric training initiatives implemented as a result of Reynolds Foundation grants awarded in 2001 (and concluding in 2005) and evaluate the resulting structure, process, and outcome changes. METHOD: Cross-sectional survey of program directors at 10 academic institutions augmented by review of reports and secondary analyses of existing databases to identify structural and process measures of curriculum implementation, participation rates, and students' responses to Association of American Medical Colleges Medical School Graduation Questionnaires about geriatrics training. RESULTS: All 10 institutions reported structural changes, including newly developed or revised geriatric rotations or courses for their trainees. Most used online Internet educational materials, sent students to new training venues, incorporated geriatric case discussions, implemented standardized patients, and used digital media. On average, each institution trained more than 1,000 medical students, 500 residents, 100 faculty, and 700 nonfaculty community physicians during the award period. Reynolds institutions also provided geriatrics training across 22 non-primary-care disciplines. Eight schools implemented formal faculty development programs. By 2005, students at Reynolds-supported schools reported higher levels of geriatrics/gerontology education and more exposure to expert geriatric care by the attending faculty compared with students at non-Reynolds schools. Innovations and products were disseminated via journal publications, conference presentations, and the Portal of Geriatric Online Education. CONCLUSIONS: The investment of extramural and institutional funds in geriatrics education has substantially influenced undergraduate, graduate, and practicing physician education at Reynolds-supported schools. The full impact of these programs on care of older persons will not be known until these trainees enter practice and educational careers.

Course evaluation and assessment: examples of a learner-centered approach.

Teaching in higher education increasingly requires greater accountability, the utilization of contemporary learner-focused teaching models, and transparent grading methods for nonstandardized learning products. This article describes learner-centered evaluation and assessment strategies and illustrates how these approaches emphasize learners' responsibility for their own learning, foster students' commitment to learning and provide useful information for continuous curriculum improvement. In addition, the article discusses the components of learner-centered assessment models including the course assessment and enhancement model, the Personal Action Plan, and the Gedanken Experiment. Further, a rubric is presented as a tool for systematic and transparent grading of learner-centered assessment products. The need for further validation of these strategies is being discussed.