Expanding undergraduate medical students' understanding of frailty.

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E Bellhouse 1,2; R Maitland 1,2; R Alexander 1,2; K Colquhoun 3,4
1. Clinical teaching fellow, Glasgow Royal Infirmary; 2. Honorary clinical lecturer, University of Glasgow Medical School; 3. Consultant geriatrician, Glasgow Royal Infirmary; 4. Hospital co-sub-dean, University of Glasgow Medical School.
Education
Training and Careers
Frailty

Abstract

Background & Introduction

In response to the recent publication of the new British Geriatrics Society undergraduate medical curriculum (1), the medical education department at Glasgow Royal Infirmary created a session focussing on frailty for undergraduate medical students. The aim of the session was to introduce the concept to students by exploring and expanding on their experiences of frailty on placement. 

 

Methods - The session 

We used a pedagogical approach in a short, 90 minute session for small groups of students. The session was split into three activities; the first activity was a case of an older adult presenting acutely with urosepsis. The session dealt with acute treatment for frail patients including polypharmacy, collateral history taking, and consideration of patients wishes and advanced directives. The second activity presented the students with three patients with differing manifestations of frailty; students  were then asked to discuss the concept of ‘the dying process’, and how they would need to support each patient in differing ways. Finally, students were given a ‘frailty suit’ which included “visual impairment glasses” and “reduced dexterity gloves” then asked to complete several activities of daily living. This light hearted activity allowed students to experience then reflect upon the effects of frailty.

 

Results

The session was delivered to 25 students, of which 16 provided feedback.  Over 85% of students stated that the session was extremely relevant and well delivered on a Lirkart scale; comments included “...we don’t get taught about it enough in medicine”.  Results highlight that students recognise the utility of frailty focussed sessions in medical education.

 

Conclusions

We show that students are aware of the gap in frailty curriculum and an interactive discussion focussed session is one way to enhance their understanding of frailty. We present details of the session, and further iterations of the project we hope to introduce during the upcoming academic year. 

 

References

  1. Grace M E Pearson et al, Age and Ageing, 2023, Volume 52, 1-8