ArticleAge and ageing2025
What are we teaching UK medical students about ageing and geriatric medicine? Results of the third British Geriatrics Society national curriculum and teaching survey.
Article in Age and ageing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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3 citing papers in PubMed.
- Mapping Geriatric Medicine education in Portuguese medical schools.European geriatric medicine · 2026Article
- Rethinking frailty and intrinsic capacity in medical education in Europe through an EAMA student collaboration.European geriatric medicine · 2026Article
- The geriatric gap: the absence of geriatric medicine in postgraduate medical training in Poland.European geriatric medicine · 2026Article
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Abstract
introductionThe ageing population means all newly qualified doctors will need knowledge, skills and attitudes to care for older people with complex health conditions. An essential component of preparing the medical workforce to care for older people is including teaching on ageing and geriatric medicine in undergraduate medical curricula. We present results of the British Geriatrics Society national curriculum survey 2021-22, highlighting progress in undergraduate teaching in geriatric medicine.
methodsAll 35 UK General Medical Council-registered medical schools at the time of data collection were invited to participate in an online survey on the content, methodology, timing and duration of teaching in ageing and geriatric medicine.
resultsThirty out of the thirty-five (83%) UK medical schools responded, all of which provided some teaching in geriatric medicine. Most teaching occurred in the fourth year of study (n = 21). The majority (n = 15) reported a discrete module for geriatric medicine lasting 4-8 weeks, an increase on previous surveys. Three schools reported geriatric medicine exposure lasting >12 weeks, of which two were integrated clerkships. We observed a reduction in interprofessional education but identified several examples combining simulated teaching with other healthcare professions (n = 7). Every school (n = 30) incorporated small-group or case-based learning.
conclusionThere is increased exposure to geriatric medicine compared to previous surveys in 2008 and 2013. Generally, programmes reported a move towards clinically framed small-group and case-based learning, employing a wider variety of assessment methods than previously. We also identified key gaps in teaching provision for targeted improvement and ongoing research.
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