Pejorative phrases or innocent idioms? Exploring terms used by tomorrow’s doctors in relation to older people

ABSTRACT

Older people are the “core business” for 21st century hospitals. Of concern, therefore, is negative stereotyping of older people by medical students. Through a bespoke teaching session for final-year medical students, we aimed to deconstruct the phraseology they employed in relation to older people and to drive attitudinal change among students. This study also aimed to discern whether there was a detectable difference in attitudes toward older people after the session. Forty-seven medical students participated. Students recorded in a “word-cloud” terms they associated with older people in hospital before and after the session. The University of California Los Angeles Geriatrics Attitude Scale (UCLA-GAS) was administered for pre-session. The intervention students, along with a control group, completed this instrument at the end of their placement. Content analysis of word cloud data was performed—an iterative, transparent, structured approach to analysis, along with external critique of findings and collaborative triangulation ensured rigor of analysis. Qualitative analysis demonstrated the use of pejorative and sometimes nihilistic terms. There were evidence of growing appreciation of the inherent complexity of caring for older people and increasing awareness of how healthcare systems can be challenging for older people. Quantitative analysis revealed that there is no statistical difference neither between the UCLA-GAS pre- and post-teaching nor the intervention and control groups. In conclusion, a bespoke educational intervention, designed to promote student reflection on their views toward older people in hospital, can be a catalyst to challenging superficial and stereotypical views.     

Speaking of books

Changing Aims in Religious Education. Edwin Cox. New York: Humanities Press, 1967. 102 pp. $3.50.

Contemporary Mathematics for Elementary Teachers. Howard F. Fehr and Thomas J. Hill. Boston: D. C. Heath and Company, 1966. 394 pp. $7.95.

Creative Encounters in the Classroom: Teaching and Learning Through Discovery. Bryon G. Massialas and Jack Zevin. New York: John Wiley &; Sons, Inc., 1967. 274 pp. $3.50.

Gods and Rituals: Readings in Religious Beliefs and Practices. John Middleton, New York: The Natural History Press, 1967. 468 pp. $6.95.

Language and Learning. Janet A. Emig, James T. Fleming, and Helen M. Popp, editors. New York: Harcourt, Brace and World, Inc., 1966. 301 pp. $3.50.

Schools of Europe. Richard Emerson Werstler. Adrian, Michigan: Swenk‐Tuttle Press, 1967. 203 pp. $10.00.

Teaching Adults to Read. Wayne Otto and David Ford. Boston: Houghton‐Mifflin Company, 1967. 176 pp. $3.95.

What Is a Teacher? Henry W. Simon. New York: Collier Books, 1966. 96 pp. $.95.

Paul A. Witty, editor. The Educationally Retarded and Disadvan‐taged The Sixty‐Sixth Yearbook of the National Society for the Study of Education, Part 1. Chicago: The University of Chicago Press, 1967. 384 pp.

Report of the Harvard Committee. The Graduate Study of Education. Cambridge: Harvard University Press, 1966. 125 pp. $2.75.     

The impact of tier 1 reading instruction on reading outcomes for students in Grades 4–12: A meta-analysis

Understanding the efficacy of evidence-based reading practices delivered in the Tier 1 (i.e. general classroom) setting is critical to successful implementation of multi-tiered systems, meeting a diverse range of student learning needs, and providing high quality reading instruction across content areas. This meta-analysis presents evidence on the effects of Tier 1 reading instruction on the reading outcomes of students in Grades 4–12, and a synthesis of effects for students identified as struggling readers. Results from this meta-analysis of 37 publications conducted between 2000 and 2015 reveal significant, positive effects for Tier 1 reading instruction on comprehension and vocabulary outcomes. A synthesis of the results for struggling readers indicates that they maintained or improved reading comprehension over struggling readers receiving typical instruction.     

Instructional redesign: Developing learning communities in academia

Traditionally, learning is provided in a unidirectional manner from instructor to learner. This practice can be limiting to all individuals involved in the learning process. To develop quality instructional materials, the learning team can participate in instructional design and development (ID) as partners. This article discusses a proposed learning community to be created during the process of course redesign. Human performance technology and ID professionals who use learning community practices can improve their designs by including all relevant stakeholders.