110MEDICAL STUDENTS’ ATTITUDES TOWARDS FRAILTY AND ITS CONCEPTUALISATION BEFORE AND AFTER THE “CARE OF THE OLDER PERSON” TEACHING WEEK

Abstract

Introduction: There is little known about how medical students conceptualise frailty. The British Geriatrics Society undergraduate curriculum includes frailty, but not all medical schools follow this (Oakley, Pattinson, Goldberg. Age Ageing, 2014;43(4):442-7). Our aim was to investigate whether students' understanding of frailty changed following the introduction of the 'Care of the Older Person' teaching week in year 4 at Manchester Medical School. This intensive week integrates small groups sessions and blended learning with clinical sessions. Methods: Recorded, semi-structured interviews were conducted with 4th year students before and after the teaching week to identify changes in attitude towards frailty and its conceptualisation. Fifth year students (who had not had the teaching week) were interviewed as a comparison group. 21 students (10 Y4, 11 Y5) were interviewed and grounded theory was used to analyse the data. The University gave ethical approval. Results: Fourth year students prior to the focussed teaching week, and fifth year students, did describe some clinical experience but none had had specific teaching on frailty. At this point, students conceptualised frailty simply as a consequence of ageing and associated it with negative stereotypes. Following the teaching week, the Year 4 students had a richer conceptual framework including vulnerability to illness, prolonged recovery times and the importance of rehabilitation. They also demonstrated an understanding of the tools used to recognise and manage frailty such as comprehensive geriatric assessment. There was recognition that management of frailty may be directed towards improving quality of life. Conclusion: Fourth year students before the teaching week and 5th year students had similar simple concepts of frailty, did not recognise it as a medical entity or demonstrate an understanding of management. Specific teaching on frailty in the undergraduate curriculum improved its conceptualisation and show it is central to good quality care of frail people.