Journal of medical education
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Subjective and objective measures available at the time of medical school admission were related to subjective and objective clinical performance measures during medical school. Strategies were developed for coding narrative faculty comments from admissions interviews and clinical performance evaluations. ⋯ Multiple regression showed that admission interview comments best predict narrative clerkship performance, while objective scores best predict an objective measure of clinical knowledge. Conclusions were: (a) narrative information can be coded reliably. (b) Objective and subjective measures are distinct, identifiable structures both at admission and during the third year of medical school. (c) Prediction formulas will vary depending on what outcome variables are chosen.
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There has been a substantial increase in training programs in geriatrics over the past several years. In this paper the authors propose guidelines for geriatric training at the graduate medical educational level, both for specialized training (geriatric fellowship) and training in geriatrics as part of other specialty training (internal medicine, family practice, psychiatry, and neurology). ⋯ Performance objectives, core content, training experiences, and clinical exposure and program evaluations are described for geriatric fellows and house staff members in internal medicine, family practice, neurology, and psychiatry. Recommendations included here may be of use to deans, faculty members, and educators responsible for the development of the many new geriatric training programs.