Geriatric Education Research Articles

O Educador na Universidade Sénior em Portugal

ABSTRACT Educators are considered to be key players in the development of educational proposals of Senior Universities in Portugal. In the theoretical perspective of educational gerontology, this exploratory and qualitative research has identified the characteristics recommended for educators, based on the perspectives of older learners and educators, as well as those of technicians (researchers and experts) in the field of education for the older adults. Messages from 265 participants were submitted to content analysis and the results have shown that affective, primarily, and technical aspects of third-age education are seen as important, and thus recommended for those who teach seniors. The adoption of a technical-affective model for the teaching-learning practice regarding seniors is suggested.

Does Ageism Exist Among Multidisciplinary Rehabilitation Students? Predictors of Attitudes Toward Older Adults.

With the growing population of older adults, the demand for health rehabilitation services has rapidly increased. Like many countries around the world, the older population in Saudi Arabia is increasing. Tackling ageism has powerful provenance for uncovering and changing the dynamics of contemporary aging in Saudi Arabia. This study examined the attitudes toward older adults and the potential predictors influencing these attitudes among multidisciplinary health rehabilitation students. A total of 293 health rehabilitation students completed an online survey with a mean age of 21.1± 1.3 years. The survey included data about demographic and geriatric-related characteristics, attitudes toward older adults (UCLA-GA), knowledge of aging (FAQ) and aging anxiety (AAS). Most participants were female (70.3%), with 53% of the students specializing in physical therapy. The average score of attitudes toward older adults was 3.43 (0.40). The predictors of attitudes toward older adults were knowledge of aging (β = 0.34, p < 0.0001), living with older adults (β = 0.12, p = 0.02) and the importance of contact (very important, β = 0.31, p = 0.04). Theseresultsprovide furtherevidencetosupportthat ageist attitudes among students can be overcome by enhancing knowledge of aging and promoting positive contact with older adults. With the demographic shift in Saudi Arabia, we propose that there is a great need for establishing a competency-based geriatric education and strategies to enhance positive contact with older adults.

Literacy for Frailty among Undergraduate Medical Education: An Under-Recognized Opportunity to Improve Geriatric Care.

Our society is aging much faster than it was before, and this phenomenon demands concerted action to optimize geriatric care. Presentations, clinical features, and management decision making are distinct between older adults and the general population, and to enhance care quality, there remains unmet needs for undergraduate geriatric education. Among all geriatric syndromes that clinically matter, frailty is particularly instrumental, serving as the overarching phenotype that connects other geriatric conditions and predisposes individuals to adverse outcomes. However, understandings for frailty, or "literacy for frailty" is often poor among healthcare professionals, and misidentification, terminology confusion, and uncertainty surrounding the care of frail older adults, are not uncommon. This lack of frailty literacy undoubtedly contributes to the suboptimal geriatric care patients receive. We therefore propose a rationally designed, concise, and structured program for eliciting medical students' motivation for understanding frailty during their undergraduate period. Our increasing-frailty-literacy program includes 7 modules, accommodating the terminology, integrative pathogenesis, epidemiology of frailty, appropriate screening and identification tool selection, prognostication and patient communication, and individualization of treatment strategies. In combination with digital technologies and hands-on practice opportunities, we believe that our curriculum can promote medical students' learning efficacy for frailty and improve geriatric care for the current generation.

Three Decades of Research Guiding Policy and Policy Guiding Research: Academic Efforts Concerning Aging and Public Policy.

Ten days after Hurricane Irma struck Florida in 2017 with the power to knock out electrical service nearly statewide and prompt millions of people to evacuate, Dr. Kathryn Hyer sat before Senator Susan Collins’ Special Senate Committee on Aging. A professor in the School of Aging Studies at the University of South Florida (USF), she urged the panel to pay more attention to the effects of disasters on older adults, require greater oversight of disaster planning in long-term care, and invest more in geriatric education (Disaster Preparedness and Response, 2017). Her statement reflected more than a decade of research that began with a string of hurricanes that traversed Florida in the summer of 2004 and Hurricanes Katrina and Rita, which devastated parts of Louisiana and Texas in 2005. This work linked the USF School of Aging Studies and health service researchers at Brown University on a National Institute on Aging–funded grant that aimed to examine what happens to residents of nursing homes (NHs) in the path of a major hurricane. Among their findings: these residents are more likely to die or be hospitalized in the weeks and months after a hurricane, even up to 90 days afterward, and their risks are greater if they are evacuated (Dosa et al., 2012).

GeroCast: Using podcasting to deliver living cases in gerontology education

Objective: To describe the creation of an educational podcast with ‘living cases’ of older adults to support students’ learning on a gerontology course and report on students’ evaluation of the project. Setting: Gerontology course in a graduate programme. Method: We developed a podcast series based on interviews with older adults in the community following recent guidelines for creating educational podcasts. The podcast episodes were used in a case-based group assignment to work on during the course and to present findings at the end. Evaluation: Student experiences were evaluated using a mixed-methods survey. Results: From November 2019 to January 2021, case-based podcasts, averaging 17 minutes in length, were created and evaluated. Most students found the content of the podcasts relevant to working with older adults and increased their understanding of the issues facing members of that population. Qualitative analysis of the survey findings found that the overall strengths of the podcasts were that they were well structured, provided an authentic, real-world experience, allowed listeners to experience an innovative teaching strategy, promoted reflection, and encouraged students to consider a future career working with older adults. Students also recommended ways to improve the podcasts. Conclusion: Delivering living case studies using podcasts is a feasible, inexpensive and effective teaching method for improving physiotherapy students’ attitudes towards caring for older adults. Students enjoyed learning via the podcasts and found them a valuable way to better understand the issues facing older adults. The living case podcasts could have broad applicability to other aging and health courses.

UNDERSTANDING AGING DIVERSITY THROUGH HUMANIST VALUES OF AGING: LOVE, HOPE, PEACE, AND STEWARDSHIP

Abstract Humanist values of aging are relevant for understanding diversity in gerontological education because they are manifested across all cultures and ages. This paper proposes attention to four humanist values of aging: Love, Hope, Peace, Stewardship. This paper seeks opportunities for students to understand aging diversity in half century context: from traditional frames of race and sexuality to global conversations on language and geography. Drawing from stories about older adults this paper gathers diverse opportunities for understanding of humanist values of aging. Selections strive toward expanding representation of aging diversity and accessibility for students. Teaching with stories of love, hope, peace, and stewardship as humanist values of aging matches AGHE initiatives for incorporating humanities into gerontological education and opens opportunities for recognizing diversity representation in our society for all ages. Understanding aging diversity through stories of older adults engaged with humanist values of aging promises enriching educational experiences for lifelong learning.

STARS AND WISHES: INSIGHTS AND SUGGESTIONS FOR ACADEMICS IN GERONTOLOGY AND GERIATRICS EDUCATION

Abstract In 2002, I presented a student paper at the annual meeting and educational leadership conference of the Association for Gerontology in Higher Education (AGHE) about co-teaching with my mentor an undergraduate adult development and aging course. Little did I know then, presenting about collaborative teaching methods and proven student assessment of learning such as, ‘Stars and Wishes’, that the AGHE presentation would lead me on a rewarding career path resulting in receiving the 2022 AGHE Distinguished Faculty Award. The purpose of this presentation is to discuss seven ‘Stars’ that I believe were pivotal points in my career whereby gerontological education and students studying gerontology benefited, and my ‘Wishes’ for gerontology and geriatrics education to inspire future academics as they navigate the next 20 years.

SIGMA PHI OMEGA PRESIDENTIAL SYMPOSIUM: ITS ROLE IN ADVANCING THE FUTURE OF GERONTOLOGISTS AND HEALTH PROFESSIONALS

Abstract Sigma Phi Omega, The International Academic Honor and Professional Society in Gerontology (aka Sigma Phi Omega), was established in 1980 to recognize excellence of those who study gerontology and aging, and the outstanding service of professionals who work with or on behalf of older persons. The formation of this society provided a much-needed link between educators, practitioners, and administrators in various settings where older persons are served. Through the efforts of the international office and executive board officers, Sigma Phi Omega builds avenues to further their members’ academic and professional gerontological excellence. The goals of Sigma Phi Omega are achieved primarily through activities of local chapters at higher education institutions worldwide. Sigma Phi Omega chapters serve as links within their respective communities to promote interaction between gerontology educators, students, alumni, and local professionals. This international organization has a laser focus on excellence within gerontology and health professions education. In this session, the first presentation will provide the history of Sigma Phi Omega and its outreach efforts; the second presentation will focus on the future goals of Sigma Phi Omega to expand its role as an international honor society in preparing gerontologists, service providers and health professionals working with or on behalf of older adults; and the third presentation will focus on the SPO Chapters and their relationship with the piloted Gerontological Society of America Student Chapters.

DEVELOPMENT OF OPEN EDUCATIONAL RESOURCES FOR AN AGING AND MENTAL HEALTH COURSE

Abstract The financial pressures associated with a gerontological education are significant given the rising costs associated with education. This fact is particularly relevant for economically vulnerable university students. One source of stress is the cost of textbooks and other required course materials. Indeed textbook prices have increased at a rate faster than other educational expenses. Additionally, the perspectives of diverse and underrepresented scholars are often not as readily available in some textbooks. In this presentation, our process of adapting an undergraduate Aging and Mental Health course to reduce cost and also showcase diverse perspectives is described in detail. The goals of this project were to: 1) adapt a preexisting course to include low- and no-cost content through the integration of open educational resources (OER); 2) provide the most up-to-date evidence based information for content and skills development in the area of aging and mental health; and 3) highlight the perspectives of diverse or traditionally underrepresented scholars in this field of study. We will also share the process of developing an interactive Pressbooks webbook from a strengths-based perspective wholistic perspective.

INTERGENERATIONAL CONVERSATIONS AS GOOD AGE-FRIENDLY UNIVERSITY PRACTICE

Abstract Service-learning is an established practice in gerontological education. At UNC Charlotte, our service-learning is embedded in our foundational gerontology course which is open to students across the University. Students engage in 10 hours of conversations utilizing topic prompts that align with course content to engage in comfortable conversations with an older adult they have never before met. Students then complete five reflective writings to process the experience. Our model aligns with the AFU principles of promoting “intergenerational learning” and increasing “the understanding of students of the longevity dividend and the increasing complexity and richness that aging brings to our society.” Through a qualitative analysis of student reflective writings, the authors will share how this service-learning model leads to increased student gerontological literacy and in particular a better understanding of their future aging selves.

EXPLORING HEALTHCARE WORKERS' GERIATRIC EDUCATION AND SUBSEQUENT COMMUNICATION WITH OLDER ADULTS

Abstract Research shows that older adults are living longer than ever, are the fastest growing population, and can have increasingly complex health-related issues. However, the health knowledge and literacy of older adults can be limited, and these adults may have difficulty understanding the terminology that healthcare workers use to communicate with them about their health. For impoverished older adults especially, this can contribute to poor health decisions and decreased care. Given this, educating healthcare practitioners to communicate effectively with older adults becomes essential to older patients’ quality of care. Using predominantly North American studies of healthcare workers’ practices, education, and their interactions with older adults (aged 65-85, primarily), this review paper finds that: i) older adults are responsible for their communication with healthcare workers, but practitioners, because of their implied authority, control the narrative, and therefore it is necessary for them to become more educated in communicating with older adults; ii) some current communication practices by healthcare workers (with older adults) are not reflective of sufficient care; and iii) new gerontology education can foster increased empathy and shared communication practices among healthcare workers, and this can aid patients to better control and have confidence in their healthcare decisions. Social and cultural factors that may explain the health literacy divide in older adults are discussed, as are recommendations and best practices for healthcare workers working with older adults.

PEDAGOGY OF AGING: A JOURNEY TOWARD AUTHENTICITY AND WHOLENESS

Abstract Innovation in gerontological education has been a driving catalyst since the beginning of my career over 30 years ago. While sometimes seen as a curse, this catalyst has shaped my teaching pedagogy in unimaginable ways. Examples include field trips with 40+ students, developing an aging toolbox for students to make the material more concrete, creating a new interactive television teaching platform over multiple university campuses, developing experiential curriculum and an undergraduate minor in aging, and proudly, developing AGHE’s first teaching institute now in its 11th year. Unexpectedly, at this stage of my career, I have become very aware that my teaching about aging has intersected with my personal aging, shaping my personal pedagogy in profound ways--increased empathy, sensitivity, and social awareness. I am living the subject matter I thought I intimately knew. I am the other. Has my teaching been inauthentic? Hypocritical? Ageist? Please join me for a healthy discussion on how this insight can be leveraged to teach the next generation of aging scholars.

STRATEGIES FOR INTEGRATING ANTIRACIST PEDAGOGY INTO GERONTOLOGICAL EDUCATION

Abstract Talking about diversity in gerontology is not new. Documenting racial disparities among older adults is not new. So what is different about applying antiracist pedagogy to teaching about aging and why should gerontology educators embrace it? Anti-racist pedagogy seeks to move beyond simply incorporating racial content into gerontology coursework. It involves acknowledging structural racism’s existence and relation to aging, uncovering its root causes in historical and political context, and studying its impact not just over the life course, but from generation to generation. Anti-racist pedagogy challenges students to learn how racial disparities among older adults emerged, why they persist, and what can be done about them. Applying anti-racist pedagogy can also challenge gerontological educators, who must find/prepare appropriate materials, as well as engage students in work that is potentially unfamiliar and/or uncomfortable. This presentation offers some strategies, examples, and pitfalls to avoid when incorporating anti-racist pedagogy into the gerontological curriculum.

FULL CIRCLE: MENTORING IN GERONTOLOGY AND GERIATRICS EDUCATION

Abstract More than just a buzzword in business and education, mentoring is a complex interactional process that, at its best, fosters personal and professional development for all involved. In other words, a good mentoring relationship can be both transformative and reciprocal. This raises the question of what is (and is not) a good mentoring relationship? Moreover, how does one enter into and capitalize on the benefits of mentorship? While some mentoring relationships are intentionally created, others seem to evolve so organically that participants are not immediately aware of mentoring’s presence. The current presentation looks at the nature of mentoring relationships within the context of gerontology and geriatrics education from both the mentor and mentee perspectives.

CLARK TIBBITTS AWARD AND HIRAM J. FRIEDSAM AWARD PRESENTATIONS AND LECTURES

Abstract The Clark Tibbitts Award Lecture will feature an address by the 2022 award recipient Laura M.K. Donorfio, PhD, FAGHE, of The University of Connecticut. AGHE's Clark Tibbitts Award was established in 1980 and named for an architect of the field of gerontological education. The award is given each year to an individual or organization that has made an outstanding contribution to the advancement of gerontology and geriatrics education. The Hiram J. Friedsam Award Lecture will feature an address by the 2022 award recipient Rona J. Karasik, PhD, FGSA, FAGHE, of Saint Cloud State University. Hiram J. Friedsam was the professor, co-founder, and director of the Center for Studies in Aging and dean of the School of Community Service at the University of Northern Texas. Dr. Friedsam was an outstanding teacher, researcher, colleague, and mentor to students, faculty, and administrators, as well as a past president of AGHE. The purpose of this award is to recognize those who emulate Dr. Friedsam's excellence in mentorship.

DEVELOPMENT OF PODCAST IN SERVICE OF THE NEXT GENERATION OF GEROPSYCHOLOGISTS

Abstract The current geropsychology workforce falls woefully short of meeting the mental healthcare needs of older adults, with only 3% of licensed psychologists identifying Geropsychology as their primary or secondary specialty. Formal training in geriatric mental health is extremely limited. Out of the over 400 APA-accredited doctorate-level psychology programs in the U.S., only five provide specialty training in Geropsychology. Consequently, the vast majority of psychologists who treat older adults have never received formal education or training in geriatrics. It is imperative that evidence-based geropsychology education is disseminated to a wide audience of mental health providers across all levels of training and career development. The Geropsychology Podcast was developed to address this gap as a novel pedagogical resource commensurate with educational competencies established by the ‘Pikes Peak Model for Professional Geropsychology.’ Topics include geriatric assessment methods, intervention, consultation, and foundational knowledge on adult development and aging. The feasibility and acceptability of the podcast was evaluated with a two-year pilot study from 2019 to 2021. During this time, eleven episodes were published across multiple podcast platforms. Preliminary results found the episodes were downloaded by over 1,500 unique listeners across 34 countries. These results indicate that The Geropsychology Podcast is scalable, acceptable, and potentially fulfilling an educational need that people are actively seeking. This poster describes the podcast’s model of curriculum development and ongoing quality metrics and impact analysis. Future work holds that this podcast will continue to be a vital resource for the field.

SPIRITUAL DEVELOPMENT AND AGING HUMANITIES: READING HESSE'S STEPPENWOLF THROUGH MOODY'S FIVE STAGES OF THE SOUL

Abstract This paper explores Herman Hesse’s Steppenwolf through Harry Moody’s Five Stages of the Soul. Steppenwolf speaks to gerontological education objectives as it deals squarely with humanizing old age though, “deeply lived spiritual events which [the main character] has attempted to express by giving them the form of tangible experiences.” (Hesse, 1963, 21) Five Stages of the Soul is a seminal conceptual model for understanding spiritual development across the life course: particularly in old age. It documents lived experiences in five stages: call, search, struggle, breakthrough, and return. This paper follows Steppenwolf’s main character, Harry Haller, though each of these five stages. In doing so, this paper positions aging and spiritual development center stage in a tale featuring themes of enduring struggle such as personal identities, war &amp; violence, sex, magic, and technological advancement. The plot line of Steppenwolf matches Five Stages of the Soul with enlightening consistency. Originally published a century ago, Steppenwolf enjoyed resurgent popularity among the baby boom cohort of older adults in the United States and globally during the 1960s. Today, Steppenwolf retains relevancy for understanding aging and spiritual development in lived contexts of social chaos and uncertainty. Steppenwolf is a classic and engaging piece of literature for contemporary readers of all ages. This paper helps students and teachers of gerontology apply a conceptual model of aging to a relevant case study. The paper contributes to incorporating literary masterpieces into gerontological curricula. Finally, this paper sheds light on the humanity of older adults engaged in spiritual development.

PRESIDENTIAL SYMPOSIUM: EMBRACING OUR DIVERSITY IN GERONTOLOGY EDUCATION: PERSPECTIVES ON STRATEGIES AND LEARNERS

Abstract Our populations are not only becoming older, but also becoming more diverse on several fronts. Our new social structures call for new strategies for embracing our diversity in how we design and deliver education about aging in and beyond the classroom. In this AGHE Presidential Symposium, educators will discuss innovative and needed ways we can integrate diversity in gerontological pedagogical practices. To begin, Rona Karasik (St. Cloud State University) will discuss the call for integrating anti-racist strategies in classroom practices, and offer examples of several such strategies. Next, Brian Carpenter (Washington University in St. Louis) will discuss shrinking geropsychology pipelines, especially for students from racial and ethnic groups, and will share recommendations for expanding these pipelines. Aaron Guest (Arizona State University) will then discuss the need to extend diversity and education efforts to include LGBTQ individuals and issues. Karen Lincoln (University of Southern California) will discuss the need to move educational efforts beyond our classrooms to diverse learners in our communities. To this end, she will describe a dynamic academic−community partnership that provides aging-focused education to African-American older adults. Dana Burr-Bradley (University of Maryland, Baltimore County) will give the final presentation with a discussion about the need for an international lens that appreciates the global diversity of the aging experience. Tamara Baker (University of North Carolina, Chapel Hill) will serve as the discussant and offer her perspective on how the need to embrace our diversity in gerontology education cuts across all GSA units and connects them with AGHE’s educational mission.

AGING AGENCIES’ AND PROVIDERS’ REASONS FOR HOSTING OR NOT HOSTING GERONTOLOGY INTERNS

Abstract Hands-on experience is essential to gerontological education and associated with numerous student benefits. Much less is known about the community agency perspective, including why they do/don’t host gerontology interns. In this national study (n=281), non-profit, for-profit, and government aging-service providers (e.g., Social Services, Health Care, Housing) were surveyed regarding their perceptions of internship benefits, challenges, and areas to improve. Unique to this study is the inclusion of both hosting (n=129) and non-hosting (n=142) agencies. Hosts’ reasons for accepting interns included: share experience/knowledge (n=81, 87%); future university relationships (n=71, 76%); intergenerational interaction for students (n=69, 74%) and clients (n=60, 65%); attract future employees (n=68, 73%); and fills unmet need at agency (n=47, 50%). Non-host reasons for abstaining included: lack of applicants (n=58, 41%); never considered it (n=40, 28%); insufficient staffing (n= 37, 26%); unsure where to start (n=34, 24%) or find/attract interns (n=34, 24%), and too time-consuming (n=25,18%). Additional reasons for nonparticipation included: lack of space; insufficient intern-suitable work; risk/liability; and agency policy. Both hosting and non-hosting agencies anticipated/realized student-related challenges (e.g., limited motivation, inconsistent availability, inadequate preparation) and agency-based factors (e.g., insufficient time, staffing). Given the ongoing need for suitable gerontology internship sites and the finding that almost half of the non-hosting agencies indicated possible future interest in accepting gerontology interns (n=80, 49%), attention to agency recommendations (e.g., increased faculty communication/feedback, stronger student commitment/preparation, recognition of agency contributions) is warranted. Strategies for addressing identified challenges and implementing requested changes to enhance the community agency experience with gerontology interns are discussed.

ESPO AND ACADEMY FOR GERONTOLOGY IN HIGHER EDUCATION SECTION SYMPOSIUM: TEACHING STRATEGIES FOR INTEGRATING DIVERSITY IN AGING EDUCATION PRACTICES

Abstract This symposium intends to echo one of the core values for the GSA 2022 Annual Scientific Meeting — embracing diversity. In an increasingly humanistic society, addressing and accommodating diversity is a constant topic in the field of education. Diversity includes many different factors: race, ethnicity, gender, sexual orientation, socioeconomic status, ability, age, religious or political beliefs. There is no longer just one type of student in the classroom. Therefore, it is very important to adjust our teaching methods to accommodate the diverse backgrounds of students and to help students understand their different fellow classmates. In accordance with the AGHE gerontological education competencies, these authors will provide insightful teaching strategies for integrating diversity in aging education practices. The first speaker will introduce a new pedagogy in promoting learning in diverse classrooms — Sharestart. The second speaker will focus on building community-based partnerships to promote diverse, intergenerational service-learning opportunities for interprofessional gerontology students. The third speaker will discuss their experience on fostering connections across generations in the LGBTQ+ community through intergenerational conversations. The fourth speaker will present humanist values on understanding aging diversity. Finally, the fifth speaker will discuss curriculum mapping as a strategy to teach diversity in gerontology programs.