Education & AdministrationImplementing a Multidimensional Geriatric Curriculum in a Physical Medicine and Rehabilitation Residency ProgramFaulk, Clinton E. MD; Lee, Tae Joon MD; Musick, David PhDAuthor Information From the Department of Physical Medicine and Rehabilitation (CEF), Department of Family Medicine, Geriatric Division (TJL), and Office of Medical Education (DM), Brody School of Medicine, East Carolina University, Greenville, North Carolina. All correspondence and requests for reprints should be addressed to: Clinton E. Faulk, MD, Department of Physical Medicine and Rehabilitation, Brody School of Medicine, East Carolina University, 600 Moye Blvd, Greenville, NC 27834. The preliminary first year findings were presented as a poster at the American Geriatrics Society’s Geriatrics Education for Specialty Residents Program in 2009. Supported, in part, by the Geriatrics for Specialty Residents (GSR) grant from the American Geriatrics Society and John A. Hartford Foundation from 2007 to 2009 (to C.E.F., T.J.L.). Financial disclosure statements have been obtained, and no conflicts of interest have been reported by the authors or by any individuals in control of the content of this article. American Journal of Physical Medicine & Rehabilitation: October 2012 - Volume 91 - Issue 10 - p 883-889 doi: 10.1097/PHM.0b013e318264408f Buy Metrics Abstract Residency training in physical medicine and rehabilitation may not contain a formal curriculum in geriatric patient care. A multidimensional geriatric curriculum to third and fourth year physical medicine and rehabilitation residents was implemented to enhance their knowledge in and attitude toward geriatrics. The curriculum consisted of a 12-wk clinical rotation at various sites of geriatric care including outpatient geriatric clinic, skilled nursing facility, continuing care retirement community, and home visits. Six online self-learning modules and multiple didactic sessions were also created. The residents’ knowledge and attitude were assessed by pretest and posttest design using the Geriatric Knowledge Test, the Geriatric Attitude Scale, and the Attitudes Toward Teamwork in Healthcare Scale. In addition, the residents completed rotation evaluations to rate their learning experiences. Ten postgraduate year 3 and 4 physical medicine and rehabilitation residents participated in the geriatric curriculum, which included a required rotation. The Geriatric Knowledge Test score at baseline was 67.2%. With the completion of the curriculum, the Geriatric Knowledge Test scores showed improvement to 72.7%, although not statistically significant. The residents showed more favorable attitudes toward the geriatric population and interdisciplinary teamwork as measured by the Geriatric Attitude Scale and the Attitudes Toward Teamwork in Healthcare Scale. Overall, they rated the learning experiences highly on a 1–9 rating scale, with 9 being the highest rating; the residents assigned an average rating of 7.06 to specific learning activities within the rotation and an average rating of 6.89 to the organizational aspects of the rotation itself. The implementation of this geriatric curriculum allowed for improved geriatric training in physical medicine and rehabilitation residents. © 2012 Lippincott Williams & Wilkins, Inc.