Evaluating the Effectiveness of a Senior Mentor Program: The University of Missouri-Columbia School of Medicine

At the University of Missouri-Columbia School of Medicine, we developed a voluntary senior-mentor program, the Senior Teacher Educator Partnership (STEP), for first- and second-year medical students. Using qualitative research methods, we examined the impact of STEP on medical students' attitud...

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Bibliographic Details
Published in:Gerontology & geriatrics education 2006-01, Vol.27 (2), p.37-47
Main Authors: Hoffman, Kimberly G., Gray, Peggy, Hosokawa, Michael C., Zweig, Steven C.
Format: Article
Language:English
Subjects:
Adult
Aged
Aged, 80 and over
Aging (Individuals)
continuous quality improvement
Curriculum
Education, Medical, Undergraduate - methods
Educational Experience
Educational Improvement
Empathy
Geriatrics
Geriatrics - education
Humans
Intergenerational Relations
Knowledge Level
Medical Education
Medical Schools
Medical Students
Mentors
Missouri
nontraditional settings
Older Adults
Organizational Case Studies
Organizational Innovation
Patients
Physician-Patient Relations
Prejudice
Program Development
Program Effectiveness
Program Evaluation
Qualitative Research
Research Methodology
Schools, Medical - organization & administration
senior mentors
Skill Development
Student Attitudes
Students, Medical - psychology
Undergraduate medical education
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Summary:At the University of Missouri-Columbia School of Medicine, we developed a voluntary senior-mentor program, the Senior Teacher Educator Partnership (STEP), for first- and second-year medical students. Using qualitative research methods, we examined the impact of STEP on medical students' attitudes and then assessed the congruence of what is learned through STEP with the knowledge, skills, and attitudes needed to provide care to the elderly patient. STEP was found to be a successful strategy for teaching themes of recognizing the elderly within an ecological context, enhancing sympathy and empathy, emphasizing respect for elderly persons, and gaining an appreciation that aging is an individualized process. New areas identified for student learning experiences included understanding the complexity of the health care system and its impact on elderly patients, understanding the payment system, and developing skills in assessment and care coordination. A model is described for continuous enhancement of educational programs to be used to improve educational experience in geriatrics.
ISSN:0270-1960
1545-3847
DOI:10.1300/J021v27n02_05