Table 1 Statements
Statement number | Statement |
|---|---|
Cluster 1. It is a patient centered medical curriculum | |
2 | Attention for the whole patient is presented as a challenge |
4 | Give insight into the limited curative ability of medicine |
5 | Insight into preventive possibilities |
6 | From cure to care |
12 | Insight into the patient population in the hospital |
13 | Less profession specific and more towards patient problems |
24 | Comorbidity instead of one single diagnosis |
34 | Think about social responsibility within the curriculum |
35 | Less emphasis on the biomedical paradigm |
36 | Start with patient perspective instead of the biomedical |
Cluster 2. It is a curriculum representative of patient population (substantial amount of geriatrics). | |
1 | A balanced curriculum, which is representative for medicine |
10 | Continuous exposure to geriatrics throughout the whole curriculum |
11 | 70% of medical cases for medical students should consist of elderly patients |
14 | Elderly patients are not boring or difficult |
22 | Assessment of geriatric content |
25 | Death and dying should have a central space in the curriculum |
44 | Interdisciplinary education |
Cluster 3. Geriatrics is presented as intellectually challenging and emotionally appealing. | |
7 | The visibility of the scientific challenge of aging |
8 | The scientific gap that is there to discover is a great challenge |
17 | Promotion of the field by prestigious individuals and by medical specialists |
18 | The involvement of own family and loved ones within the curriculum |
19 | Creating empathy by more exposure to older people within the curriculum |
20 | Making use of current affairs or spectacular topics |
21 | Bringing the message that geriatrics is exclusive and for the very talented |
27 | The geriatric clerkship should be the best |
28 | An award for the most talented student regarding geriatrics |
29 | Organizing attractive elements in geriatrics such as e-health or games |
30 | Geriatric literature and curriculum have to be of high quality |
31 | Intellectually challenging and emotionally appealing |
32 | Elderly people as a role model |
37 | Making use of reports in the media in the curriculum |
38 | Organization of journal clubs |
39 | A separate compulsory geriatric clerkship |
Cluster 4. There are senior friendly role models. | |
16 | Role models in geriatrics |
26 | Early attention to professional identity development during medical school |
41 | Acknowledging that some physicians are not elderly minded |
42 | Proud teachers |
43 | Teacher professionalization on the job |
Cluster 5. Future professional perspectives are clearly provided. | |
3 | It must be clear to medical students who the key players in the field are |
9 | Insight into career perspectives |
23 | Insight into career perspectives including financial rewards |
40 | Helping students in gaining insight into what kind of doctor they want to become |
Cluster 6. | |
15 | Making clear wich treatment options there are |
33 | From individual physician to team player(s) |