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A curriculum was developed to fill this gap for longitudinal clerkships in rural community sites within WWAMI programs (TRUST/WRITE). A pilot needs assessment with 18 students informed four 4Ms modules (Mentation, Mobility, Medications, What Matters) delivered via multi-modal resources. The refined curriculum launched in August 2025 and will be evaluated for pre/post competence and interest.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/development-of-an-age-friendly-curriculum-for-longitudinal-medical-student-clerkships-august-2025/427048/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/development-of-an-age-friendly-curriculum-for-longitudinal-medical-student-clerkships-august-2025/427048.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-14","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"Why was an age-friendly geriatrics curriculum needed for these medical students?","Question",{"text":112,"@type":113},"Most U.S. medical schools have minimal geriatrics requirements and few provide rural healthcare training. Students who train in rural/underserved programs often lack focused geriatrics preparation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the curriculum initially designed in the pilot phase?",{"text":117,"@type":113},"A needs assessment was conducted through focus groups with 18 medical students in the WRITE program. The results identified needs for geriatric syndrome evaluation templates, printable patient resources, and audio resources for students.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the four modules in the curriculum and how were they taught?",{"text":121,"@type":113},"The curriculum included four modules aligned with the 4Ms of Age-Friendly Care: Mentation, Mobility, Medications, and What Matters. Instruction used a multi-modal approach with short videos, podcasts, one-page clinical guides, and standardized test practice questions.",{"name":123,"@type":110,"acceptedAnswer":124},"What evaluation steps are planned after the August 2025 rollout?",{"text":125,"@type":113},"Next steps include assessing self-reported competence in the 4Ms and professional interest in caring for older adults in rural settings, measured pre and post course.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},427048,1790791364,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":81},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","1226 Innovation in Aging, 2025, Vol. 9, No. S2  \nAbstract citation ID: igaf122.4099  \nDEVELOPMENT OF AN AGE FRIENDLY CURRICULUM  \nFOR LONGITUDINAL MEDICAL STUDENT  \nCLERKSHIPS IN RURAL COMMUNITY SETTINGS  \nAlpha Scheel1, Mengru Wang1, Katherine Bennett2,  \nAimee Verrall3, and Elizabeth Phelan4, 1. University of Washington, Seattle, Washington, United States, 2. University of Washington School of Medicine, Seattle, Washington, United States, 3. University of Washington / School of Medicine, Seattle, Washington, United States, 4. University of Washington, School of Medicine, Seattle, Washington, United States  \nMost medical schools in the U.S. have minimal geriatrics training requirements, and few provide rural healthcare training.  \nThe University of Washington School of Medicine has a unique multi-state program that offers medical students opportunities to train across the WWAMI (WA, WY, AK, MT, ID) region, which is predominantly rural and medically underserved. Students can opt for longitudinal training at a rural and/or underserved site through the Targeted Rural and Underserved Track (TRUST) orthe WWAMI Rural Integrated Training Experience (WRITE) program. Many students who train in these programs ultimately pursue careers in primary care and return to practice in a rural/ underserved area; however, they lack focused training in geriatrics. The goal of our curriculum was to address this training gap.  \nIn the pilot phase, a needs assessment was performed via focus groups with 18 medical students in the WRITE program. Results identified a need for 1) templates for evaluating geriatric syndromes, 2) printable resources for patients with limited access to the internet, and 3) audio resources for students. These findings informed the development of four modules on the 4Ms of Age-Friendly Care: Mentation, Mobility, Medications, and What Matters. A multi-modal educational strategy was then implemented with short videos, podcasts, one-page clinical guides, and relevant standardized test practice questions. The refined curriculum was rolled out to one cohort of 18 medical students in August 2025. Next steps include evaluation of self-reported competence in the 4Ms and professional interest in caring for older adults in rural settings pre and post course.","cbCaieueAsHQhqEC","https://ap.wps.com/l/cbCaieueAsHQhqEC","pdf",1077637,"English","# Curriculum development for rural longitudinal clerkships\n## Needs assessment and identified learning gaps\n## Four modules based on the 4Ms framework\n## Multi-modal delivery and pilot rollout\n## Evaluation plan for competence and interest","[{\"question\":\"Why was an age-friendly geriatrics curriculum needed for these medical students?\",\"answer\":\"Most U.S. medical schools have minimal geriatrics requirements and few provide rural healthcare training. Students who train in rural/underserved programs often lack focused geriatrics preparation.\"},{\"question\":\"How was the curriculum initially designed in the pilot phase?\",\"answer\":\"A needs assessment was conducted through focus groups with 18 medical students in the WRITE program. The results identified needs for geriatric syndrome evaluation templates, printable patient resources, and audio resources for students.\"},{\"question\":\"What are the four modules in the curriculum and how were they taught?\",\"answer\":\"The curriculum included four modules aligned with the 4Ms of Age-Friendly Care: Mentation, Mobility, Medications, and What Matters. Instruction used a multi-modal approach with short videos, podcasts, one-page clinical guides, and standardized test practice questions.\"},{\"question\":\"What evaluation steps are planned after the August 2025 rollout?\",\"answer\":\"Next steps include assessing self-reported competence in the 4Ms and professional interest in caring for older adults in rural settings, measured pre and post course.\"}]","DEVELOPMENT OF AN AGE FRIENDLY CURRICULUM - for Longitudinal Medical Student Clerkships - August 2025 | PDF",1790642614]