Introduction

Traditional education practices favour the functions of the teacher and the student's receptive attitude (passive approach). On the other hand, in participatory education learning is the focus of the educational task in which the protagonist is the student, and the work of the teacher is geared towards instilling a stand-alone education. The aim of this study was to estimate the scope of a participatory educational strategy to develop a clinical aptitude in Geriatrics in family doctors.

Method

A prospective longitudinal study was designed using a tool constructed to include: 5 clinical cases of importance in Geriatrics, with 153 items that explore 6 different topics: 1) comprehensive geriatrics assessment; 2) identification of geriatric syndromes; 3) diagnostics integration; 4) use of diagnostic resources; 5) treatment adequacy, and 6) geriatric prophylaxis measures. The tool was validated by 2 rounds of experts, which obtained an internal reliability score of 0.95, estimated using the Kuder-Richardson formula. Ten family doctors took part in a participatory educational strategy with a tendency towards autonomous learning for 60 effective hours. They were assessed before and after the educational strategy.

Results

The score obtained by the students at the beginning of the strategy was a median of 56 (21-82), while the median at the end of the strategy was of 72 (29-100). The Wilcoxon test to compare the scores before and after the strategy gave a P = .015.

Conclusions

Participatory educational strategy appears to be effective in the development of the clinical competency in the care of the geriatric patient.