{'fraction_non_alphanumeric': 0.029835390946502057, 'fraction_numerical': 0.01131687242798354, 'mean_word_length': 5.530201342281879, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Teaching Geriatric Medicine in Vietnam: Introduction of an interactive learning module for medical students

Demand for health care for older people is increasing in South East Asia as the proportion of people aged older than 60 years increases [1]. An understanding of geriatric medicine is essential for provision of appropriate care, but in countries like Vietnam only 12.5% of medical schools have independent units for geriatric medicine [2]. Problem-based learning (PBL) and guided clinical experiences are recommended teaching styles for geriatric curricula [3,4]. Vietnamese medical courses tend to be traditional, didactic and focused on the biomedical model of patient care, although PBL has recently been introduced in some South-East Asian medical schools [5]. Partnership between Australia and Vietnam through the University of Sydney’s Hoc Mai Foundation previously introduced novel teaching methods for in-country postgraduate training in peri-natology [6].