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dc.titleThe knowledge-attitude dissociation in geriatric education: Can it be overcome?
dc.contributor.authorKoh, G.C.H.
dc.contributor.authorMerchant, R.A.
dc.contributor.authorLim, W.S.
dc.contributor.authorAmin, Z.
dc.identifier.citationKoh, G.C.H.,Merchant, R.A.,Lim, W.S.,Amin, Z. (2012-09). The knowledge-attitude dissociation in geriatric education: Can it be overcome?. Annals of the Academy of Medicine Singapore 41 (9) : 383-389. ScholarBank@NUS Repository.
dc.description.abstractIntroduction: A knowledge-attitude dissociation often exists in geriatrics where knowledge but not attitudes towards elderly patients improve with education. This study aims to determine whether a holistic education programme incorporating multiple educational strategies such as early exposure, ageing simulation and small group teaching results in improving geriatrics knowledge and attitudes among medical students. Materials and Methods: We administered the 18-item University of California Los Angeles (UCLA) Geriatric Knowledge Test (GKT) and the Singapore-modifi ed 16-item UCLA Geriatric Attitudes Test (GAT) to 2nd year students of the old curriculum in 2009 (baseline reference cohort, n = 254), and before and after the new module to students of the new curriculum in 2010 (intervention cohort, n = 261), both at the same time of the year. Results: At baseline, between the baseline reference and intervention cohort, there was no difference in knowledge (UCLA-GKT Score: 31.6 vs 33.5, P = 0.207) but attitudes of the intervention group were worse than the baseline reference group (UCLA-GAT Score: 3.53 vs 3.43, P = 0.003). The new module improved both the geriatric knowledge (UCLA-GKT Score: 34.0 vs 46.0, P
dc.subjectAsian medical school
dc.subjectGeriatrics attitudes
dc.subjectGeriatrics knowledge
dc.subjectUndergraduate medical student
dc.contributor.departmentSAW SWEE HOCK SCHOOL OF PUBLIC HEALTH
dc.description.sourcetitleAnnals of the Academy of Medicine Singapore
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