Citations

This study was undertaken to define the motor activity of the fundus of the stomach. Observations were made on six healthy dogs with vagally innervated mucosal septal pouches of the fundus of the stomach and four other healthy dogs with identical pouches of the corpus of the stomach. In each dog the motor actions of the esophagus, gastroesophageal sphincter, gastric pouch, and gastric antrum were recorded simultaneously. The commonest motor activity recorded from the pouches of the fundus was a slow, phasic change in pressure or tone designated as a type III wave. Tiny pressure changes occurring at a rate of 5/min and identical to type I waves seen elsewhere in the stomach were sometimes recorded. Large "fundic" waves, occurring, when they were rhythmic, at a rate of about 3/min were occasionally seen on the records. Relaxation of the pouch of the fundus occurred after the majority of swallows, confirming the observation of other investigators that receptive relaxation of the fundus is an important component of the response to deglutition.

Caring for the growing elderly population will require specialty and subspecialty physicians who have not completed geriatric medicine fellowship training to participate actively in patient care. To meet this workforce demand, a sustainable approach to integrating geriatrics into specialty and subspecialty graduate medical education training is needed. This article describes the use of a geriatrics education team ( GET ) model to develop, implement, and sustain specialty‐specific geriatrics curricula using a systematic process of team formation and needs assessment through evaluation, with a unique focus on developing curricular interventions that are meaningful to each specialty and satisfy training, scholarship, and regulatory requirements. The GET model and associated results from 15 specialty residency and fellowship training programs over a 4‐year period include 93% curriculum sustainability after initial implementation, more than half of the programs introducing additional geriatrics education, and more than 80% of specialty GET s fulfilling their scholarship requirements through their curriculum dissemination. Win–wins and barriers encountered in using the GET model, along with the model's efficacy in curriculum development, sustainability, and dissemination, are summarized.