A new approach to course development in geriatric medicine.

A new course in Geriatric Medicine was initially conducted in four District General Hospitals, ten students attending each centre. The course, in the second clinical year, was established in the Department of Geriatric Medicine at Birmingham University by Professor Isaacs. The interview technique described was used from the outset as a means of formative evaluation. Undergraduates were randomly selected from each centre at the end of a course, and the results incorporated into a written report which was corrected by the students and distributed to the tutors. The results proved invaluable in evaluating students needs, attitudes and responses to the course. The interview gave unique information not obtainable from questionnaires, essays or exam questions, and enhanced the students feelings of participation in course development. Overall the information seems reliable and consistent and a valuable tool in curriculum design. The time involved was not excessive and leads us to recommend this approach as one method for continuing curriculum development which involves both the students and the tutors.

Competence of medical students in history taking during the clinical course.

Twelve students were selected from each of the three clinical undergraduate years, two from each year interviewing one of six simulated patients. The interviews were video recorded and scored by two clinicians on a rating system involving sixteen criteria. In addition to the expected differences between individual students, when the scores were placed in rank order a pattern of differences between years of study emerged. Students of the third clinical year performed better than those of first year and both were better than those of the intermediate second year. Junior students displayed more personal concern for the patients, while senior students tended to conduct a more controlled and structure interview.

Patterns of acquisition of interview skills by medical students.

The interviewing skills of six medical students were recorded on videotape annually during their years of clinical training. Many faults were identified, and an overall style of interview tended to persist through to the pre-registration year. However, individual students changed in different ways that could not be predicted from the results of the first interview.