[Geriatric medical education: an unclosed loop]. / Geriatria: asignatura pendiente.

Aged population needs competent physicians. This communication studies geriatric medical teaching, intention of first and fourth year students for specializing in Geriatrics and their opinion about its relevance and curricular setting. Curricula from 10 public and 16 private medical schools were analyzed. Students coursing the first (105) and the fourth year (54) completed an ad hoc opinion poll. 98% of the sample never received training in Geriatrics 2% of first year and none of fourth year students revealed intentions in specializing in Geriatrics. 77% of first year and 91% of fourth year students considered Geriatrics as an important specialization whilst 12% and 4% of those students evaluated it as poorly important. 11% and 5% of them did not know what Geriatrics was. 33% of first year and 18% of fourth year students considered Geriatrics as a postgraduate activity whilst 67% and 82%, an undergraduate one (39% and 36% as a particular subject matter and 61% and 64 % included in different ones). The relevance given by medical students to Geriatrics and their interest to be trained on it during their undergraduate stage is shown.

Geriatría: asignatura pendiente / Geriatric Medical Education: an unclosed loop

Los gerontes necesitan médicos competentes en fisiología y patologías del anciano. Objetivo: relevar la enseñanza de Geriatría, intención de los alumnos de 10 y 40 año de especializarse en Geriatría y opinión sobre importancia y momento en que deberían desarrollarse sus contenidos. Se analizaron los currículos de 10 Facultades de Medicina Estatales y 16 Privadas. En Medicina 98% de los alumnos no reciben enseñanza de Geriatría. Se encuestaron 105 alumnos de 10 y 54 de 40 año sobre intención de especializarse en Geriatría, su importancia y si sus contenidos deberían incluirse en postgrado o en grado, como asignatura o incluidos en las distintas asignaturas. En 10 año el 2% optó por Geriatría. Ningún alumno de 40 año se especializará en Geriatría. En 10 año, 77% la consideran importante, 12% poco importante y 11 % no sabe. En 40 año 91% la considera importante, 4% poco importante y 5% no sabe. En 10 año: 33% consideran que debe incluirse en postgrado, 67% en grado, 39% como asignatura y 61 % incluidos en asignaturas. En 40 año: 18 % la ubican en el postgrado y 82% en grado, 36% como asignatura y 64% incluida en asignaturas. Los resultados muestran la alta valoración de los alumnos por la Geriatría y su interés por capacitarse durante el grado.(AU)

Aged population needs competent physicians. This communication studies geriatric medical teaching, intention of first and fourth year students for specializing in Geriatrics and their opinion about its relevance and curricular setting. Curricula from 10 public and 16 private medical schools were analyzed. Students coursing the first (105) and the fourth year (54) completed an ad hoc opinion polI. 98% of the sample never received training in Geriatrics 2% of first year and none of fourth year students revealed intentions in specializing in Geriatrics 77% of first year and 91 % of fourth year students considered Geriatrics as an important specialization whilst 12% and 4 % of those students evaluated it as poorly important. 11 % and 5 % of them did not know what Geriatrics was. 33% of first year and 18% of fourth year students considered Geriatrics as a...(AU)

Geriatría: asignatura pendiente / Geriatric Medical Education: an unclosed loop

Los gerontes necesitan médicos competentes en fisiología y patologías del anciano. Objetivo: relevar la enseñanza de Geriatría, intención de los alumnos de 10 y 40 año de especializarse en Geriatría y opinión sobre importancia y momento en que deberían desarrollarse sus contenidos. Se analizaron los currículos de 10 Facultades de Medicina Estatales y 16 Privadas. En Medicina 98% de los alumnos no reciben enseñanza de Geriatría. Se encuestaron 105 alumnos de 10 y 54 de 40 año sobre intención de especializarse en Geriatría, su importancia y si sus contenidos deberían incluirse en postgrado o en grado, como asignatura o incluidos en las distintas asignaturas. En 10 año el 2% optó por Geriatría. Ningún alumno de 40 año se especializará en Geriatría. En 10 año, 77% la consideran importante, 12% poco importante y 11 % no sabe. En 40 año 91% la considera importante, 4% poco importante y 5% no sabe. En 10 año: 33% consideran que debe incluirse en postgrado, 67% en grado, 39% como asignatura y 61 % incluidos en asignaturas. En 40 año: 18 % la ubican en el postgrado y 82% en grado, 36% como asignatura y 64% incluida en asignaturas. Los resultados muestran la alta valoración de los alumnos por la Geriatría y su interés por capacitarse durante el grado.

Aged population needs competent physicians. This communication studies geriatric medical teaching, intention of first and fourth year students for specializing in Geriatrics and their opinion about its relevance and curricular setting. Curricula from 10 public and 16 private medical schools were analyzed. Students coursing the first (105) and the fourth year (54) completed an ad hoc opinion polI. 98% of the sample never received training in Geriatrics 2% of first year and none of fourth year students revealed intentions in specializing in Geriatrics 77% of first year and 91 % of fourth year students considered Geriatrics as an important specialization whilst 12% and 4 % of those students evaluated it as poorly important. 11 % and 5 % of them did not know what Geriatrics was. 33% of first year and 18% of fourth year students considered Geriatrics as a...

[Forgetfulness of the histology curriculum in medical students]. / Olvido de los contenidos de histologia en alumnos de medicina.

UNLABELLED: MEMORY: ability to record, file, classify and later recover of information., essential in processing information and learning, in analogy with a computer. FORGETFULNESS: failure to transfer information from short term memory to long term memory or to recover information from the latter. AIM: to study forgetfulness in contents of Histology in students one and half year after regular course. To evaluate level of re-utilization of contents in second and third year courses. Students with high performance in 2002 (n=26) were evaluated with 20 cytology and histology questions and 20 questions related to organs. 20 multiple choice and 20 brief filled answers were used, expressing the level of usefulness of the contents in Physiology and Physicochemistry, and in the first quarter of Pathology, Microbiology and Pharmacology. The performance of 2002 course was compared with the current test, results of cytology and histology questions versus organs ones and multiple choice answers versus brief filled answers. The loss was in the order of 50% in the recovery of contents (37.07 +/- 1,76 = 92,6% vs. 18,52 +/- 4,33 = 46,3%) without difference between cytology and histology versus organs neither among multiple choice answers versus brief filled answers. The highest usefulness in the contents refers to Pathology (69%) and Physiology (50%) and the lesser to PhysicoChemistry.(7%) We estimate that forgetfulness in our students would have been even higher without the employment of active techniques of learning.

Olvido de los contenidos de histologia en alumnos de medicina. / [Forgetfulness of the histology curriculum in medical students]

MEMORY: ability to record, file, classify and later recover of information., essential in processing information and learning, in analogy with a computer. FORGETFULNESS: failure to transfer information from short term memory to long term memory or to recover information from the latter. AIM: to study forgetfulness in contents of Histology in students one and half year after regular course. To evaluate level of re-utilization of contents in second and third year courses. Students with high performance in 2002 (n=26) were evaluated with 20 cytology and histology questions and 20 questions related to organs. 20 multiple choice and 20 brief filled answers were used, expressing the level of usefulness of the contents in Physiology and Physicochemistry, and in the first quarter of Pathology, Microbiology and Pharmacology. The performance of 2002 course was compared with the current test, results of cytology and histology questions versus organs ones and multiple choice answers versus brief filled answers. The loss was in the order of 50

in the recovery of contents (37.07 +/- 1,76 = 92,6

vs. 18,52 +/- 4,33 = 46,3

) without difference between cytology and histology versus organs neither among multiple choice answers versus brief filled answers. The highest usefulness in the contents refers to Pathology (69

) and Physiology (50

) and the lesser to PhysicoChemistry.(7

) We estimate that forgetfulness in our students would have been even higher without the employment of active techniques of learning.