2Gazi Üniversitesi Tıp Fakültesi İç Hastalıkları Anabilim Dalı ANKARA
3Gazi Üniversitesi Tıp Fakültesi Ortopedi ve Travmatoloji Anabilim Dalı ANKARA
4Gazi Üniversitesi Tıp Fakültesi, Fizik Tedavi ve Rehabilitasyon Anabilim Dalı ANKARA
5Gazi Üniversitesi Tıp Fakültesi Halk Sağlığı Anabilim Dalı ANKARA
6Gazi Üniversitesi Tıp Fakültesi Nöroloji Anabilim Dalı ANKARA, Türkiye
7Gazi Ãœniversitesi Tıp Fakültesi Psikiyatri Anabilim Dalı ANKARA Introduction: Given the rapid growth of the world's aging population, physicians are expected to knowledgeably and competently address geriatric concerns. This study aims to present the structure of and trainee feedback on a multidisciplinary geriatric/gerontology clerkship program initiated by the Faculty of Medicine at Gazi University, Ankara in the academic year 2009–2010.
Materials and Method: The university administration formed a multidisciplinary education council to design geriatric/gerontology training for the period during which no geriatrist was available in the faculty. This council was responsible for conducting training sessions and examinations. A total of 181 students participated, of which 138 (76.2%) completed the feedback form.
Results: The clerkship consisted of three components: theoretical (76%) and practical courses (22%), as well as independent work (2%). The participants spent 60% of their apprenticeship engaging in practical study at nursing homes, and 40% in the psychiatry, neurology, and physical therapy rehabilitation clinics of University Hospital. The purpose of the clerkship and training objectives were detailed in the curriculum, which was included in the clerkship file. The final student grade was calculated by averaging the evaluation scores earned during the training period and the results of written and oral examinations. According to the feedback obtained, 61.6% of the trainees regard the allocated time for training as adequate, and 39.1% strongly believe that the clerkship program met its training objectives.
Conclusion: Geriatric training programs that are structured for a given clinical period, and emphasize practice and real-world situations, more effectively satisfy educational purposes and training objectives.
Keywords : Geriatrics; Clinical Dlerkship; Education, Medical, Undergraduate; Interdisciplinary Communication