The Early Introduction of Geriatric Teaching to Undergraduate Medical Students and its Impact on Behaviour and Attitudes

Background The World Health Organization (WHO) advocates for investment in high-quality undergraduate education to meet the future needs of the aging global population. Studies conducted by the WHO have found that quality education in geriatric medicine positively influences medical students' attitudes towards older adults and encourages them to consider careers in geriatric care. This investment is especially crucial as the global population continues to age. Methods We piloted the introduction of dedicated geriatric medicine teaching into the third year of the undergraduate medical program at University College Cork. Two interactive lectures were developed and integrated into the preplacement lecture block. These sessions focused on commonly occurring conditions, incorporating case studies and fostering discussions. The curriculum was based on the findings from a European undergraduate geriatric medicine program developed through Delphi consensus and published in 2014. Results In the third year of the undergraduate program, 203 students attended two one-hour lectures during their lecture block month. An end-of-year survey, completed by 20 students, revealed common adjectives used to describe older adults, such as “frail,” “experienced,” “vulnerable,” “grandparent,” and “wise.” According to the survey, 9 out of 20 students reported a change in their perspective on older adults after the education sessions. Additionally,17 out of 20 students felt more confident interacting with older people during their clinical attachments, and 9 out of 20 expressed interest in a career in geriatric medicine. Students also highlighted the most valuable aspects of the sessions and how they applied their new knowledge in clinical settings. Conclusion The program increased students' awareness and comfort with older adults, there were positive signs that students were more likely to consider a career in geriatric medicine. To evaluate the effectiveness more precisely, we plan to collect baseline statistics from students and measure changes post-intervention. Based on student feedback, we will make necessary adjustments and continue the program in the next academic year.