A mastery learning approach to education about fall risk and gait assessment

• Published in: Gerontology & geriatrics education Vol. 43; no. 1; pp. 84 - 91
• Main Authors: Bradley, Sara M., Heiman, Heather L., Bierman, Jennifer A., O'Brien, Katherine, Cohen, Elaine R., Wayne, Diane B.
• Format: Journal Article
• Language: English
• Published: England Routledge 2022; Taylor & Francis Ltd
• Subjects: Check Lists; Clinical Competence; Competency Based Education; Curricula; Curriculum; Educational Measurement - methods; Fall risk; Falls; Gait; gait assessment; Geriatrics - education; Health risks; Humans; Internship and Residency; Mastery Learning; Medical students; Time on Task; Fall risk; mastery learning; gait assessment; geriatrics education
• ISSN: 0270-1960; 1545-3847
• DOI: 10.1080/02701960.2019.1651725

Mastery learning is a form of competency-based education in which learning time varies but outcomes are uniform. Trainees must meet a minimum passing standard (MPS) before completing a mastery learning curriculum. The objective of this study was to establish a curriculum for fall risk and gait assessment for medical students, determine an MPS for a fall risk and gait assessment clinical skills examination (CSE), and apply the MPS to a sample of medical students completing a fall risk and gait assessment CSE. Medical students completed an interactive session about fall risk and gait assessment including the Timed Up and Go (TUG) test and completed deliberate practice with 3 patients. Skills were evaluated using an 18-item skills checklist. A panel of clinical experts set the MPS at 82%. Eighty-seven medical students participated. The average score on the checklist was 14.7 of 18 (81.4%.) Although almost all performed the TUG correctly, only 61% met the MPS for the checklist. Our results suggest that a mastery learning approach may better prepare the 39% of students that did not meet MPS to complete a fall risk and gait assessment.