Geriatric Education Research Articles

Aging populations and perspectives of geriatric medicine in Japan.

It is well known that Japan's population is aging, and the number of people older than 75 years is increasing significantly. Since older people, especially old individuals, are often multimorbid and cannot be always successfully treated and cared for by individual organ-specific treatment, it is essential to utilize knowledge of geriatrics when treating such older patients. Therefore, it is indisputable that education on geriatric medicine is extremely important in Japan, which is the country with the largest aging population. However, the number of universities in Japan that offer geriatrics courses is decreasing. This means that many medical students become doctors without learning the essential characteristics of medical care for older patients despite the need for prompt treatment of older patients in clinical practice in Japan, which is a major obstacle to the development of geriatric medicine in Japan. Here, we review the current status of geriatrics in Japan and overseas and consider the future of geriatrics education to provide holistic and cost-effective medical care for older patients and improve their quality of life and well-being.

The Virtual Geriatric Assessment Interdisciplinary Team Project: Interprofessional Geriatric Training Against the Backdrop of COVID-19.

Interprofessional geriatric education programs enhance trainees' knowledge of older adults, and the valuable contributions health and social care practitioners make to their well-being when specialists work collaboratively. In response to the 2020 COVID-19 pandemic restrictions, in-person geriatric interprofessional education (IPE) programs were redesigned for virtual delivery. Nineteen virtual programs were held between September 2020 and December 2022. Of the 369 health and social care trainees who participated, 67.2% completed both pre- and post-program surveys. Survey instruments included the Interprofessional Collaborative Competency Attainment Survey (ICASS), which measures perceptions associated with patient-centered, team-based, collaborative care. Significant differences were obtained across ICASS domains, including communication, conflict management/resolution, and team functioning, suggesting that virtual programs may enhance attitudes and perceived abilities for interprofessional collaborative practice. Furthermore, participants' perceived understanding of older adult needs improved, as did their interest in geriatrics. Results illustrate that virtual geriatric interprofessional (IP) programs may be viable alternatives to in-person opportunities.

”It´s like walking in a bubble”, nursing students´ perspectives on age suit simulation in a home environment – group interviews from reflection seminars

BackgroundOlder persons with age-related and complex health problems will increasingly depend on care provision from nurses in their own homes. However, a barrier to quality care is ageism and nursing students´ disinterest in geriatrics. In addition, nurse education often falls short in preparing students for the complexity of geriatric care. Welfare technology (WT) is progressively implemented in home care to help older persons live at home despite their health problems. However, this process is intricate and requires acceptance and digital literacy among caregivers and older persons. Despite these challenges, nurse education can address and change negative attitudes through innovative teaching methods such as age suit simulation. Therefore, the study aims to describe nursing students´ experiences of age suit simulation in a home-like environment with WT and technical aids, and will reveal their perspective on ageing and providing care to older adults.MethodsA qualitative explorative design using semi-structured group interviews (n=39) among nursing students. Data was analysed through reflexive thematic analysis.ResultsThe analysis generated three main themes; “It’s like walking in a bubble”, “An eye opener” and “Concerns about ageing and the current structure of geriatric care”. The main themes included eight subthemes. Adapting to the sensory and physical limitations of the age suit was an immersive experience and caused feelings of frustration, loneliness and disconnection. A prominent result was a raised awareness of cognitive loss, especially impaired vision, and students felt the simulations had made them aware of the everyday challenges older persons faced. Students highlighted the importance of patience and giving enough time in care situations by being present and having a critical perspective of WT. The students were mostly negative towards their own ageing and could better relate to older persons´ vulnerability.ConclusionsAge suit simulation was described as an embodied and eye-opening experience, raising nursing students´ awareness of older persons´ functional limitations and the consequences for dignity and independence. Coping with cognitive loss was especially difficult. Students were motivated to apply their new knowledge to clinical practice. Age suit simulation can complement geriatric education, preparing students for the complex care needs of older persons.

Integration of Geriatric Education Within the American Board of Emergency Medicine Model.

Emergency medicine (EM) resident training is guided by the American Board of Emergency Medicine Model of the Clinical Practice of Emergency Medicine (EM Model) and the EM Milestones as developed based on the knowledge, skills, and abilities (KSA) list. These are consensus documents developed by a collaborative working group of seven national EM organizations. External experts in geriatric EM also developed competency recommendations for EM residency education in geriatrics, but these are not being taught in many residency programs. Our objective was to evaluate how the geriatric EM competencies integrate/overlap with the EM Model and KSAs to help residency programs include them in their educational curricula. Trained emergency physicians independently mapped the geriatric resident competencies onto the 2019 EM Model items and the 2021 KSAs using Excel spreadsheets. Discrepancies were resolved by an independent reviewer with experience with the EM Model development and resident education, and the final mapping was reviewed by all team members. The EM Model included 77% (20/26) of the geriatric competencies. The KSAs included most of the geriatric competencies (81%, 21/26). All but one of the geriatric competencies mapped onto either the EM Model or the KSAs. Within the KSAs, most of the geriatric competencies mapped onto necessary level skills (ranked B, C, D, or E) with only five (8%) also mapping onto advanced skills (ranked A). All but one of the geriatric EM competencies mapped to the current EM Model and KSAs. The geriatric competencies correspond to knowledge at all levels of training within the KSAs, from beginner to expert in EM. Educators in EM can use this mapping to integrate the geriatric competencies within their curriculums.

Dilemmas and Strategies of Rural Geriatric Education in the Context of Rural Revitalization

Dilemmas and Strategies of Rural Geriatric Education in the Context of Rural Revitalization

Internet+ Teaching Model of Community-Based Elderly Education in the Context of Smart Cities

Abstract The rapid emergence of Internet+, artificial intelligence, virtual reality, and other innovative technologies has led to the gradual penetration of online learning into traditional teaching, and face-to-face teaching and online teaching have moved towards deep integration. This paper explores the Internet+ teaching mode of online and offline integration of community-based senior education in the context of a smart city and designs a personalized learning platform for community-based geriatric education. Subsequently, a learning path recommendation model based on two-dimensional features of learners and learning resources is constructed, and then the SASBPSO algorithm is used to realize model optimization and improve the online learning effect of community-based senior education, and the effect of the model application is analyzed. The SASBPSO algorithm is more reliable than other algorithms when solving optimal solutions and converges at less than 0.1, which is significantly superior to other algorithms in terms of convergence. The time used by elderly learners under the use of this paper method is significantly shorter than the traditional method, and the average learning time gap is smaller. The difference between the average scores of the pre-test and post-test of the two groups is −16.247 and −8.146, and the significance value of the difference is 0.003 and 0.016, respectively, 0.003<0.016<0.05, indicating that the learning effect based on personalized learning path recommendation is significantly higher than that of the traditional learning method. This paper provides feasible design ideas for the Internet+ teaching mode of community-based geriatric education.

The Exploration and Enlightenment of the Elderly Education Model—Based on the Analysis of Diversified Models of Geriatric Education in Germany

The Exploration and Enlightenment of the Elderly Education Model—Based on the Analysis of Diversified Models of Geriatric Education in Germany

Agile manifesto of non-formal education for older adults - a co-design experience

ABSTRACT In educational gerontology, non-formal education emerges as a possibility for lifelong learning because it is more flexible and less bureaucratic than formal education. In this context, agile culture offers a potential strategy to enhance non-formal education. While there are four manifestos for agile culture in education, their application in later life is lacking in the literature. The objective is to discuss the agile culture in education and present the concept of the agile manifesto for non-formal education in later life. A co-design process was conducted to develop this manifesto, in which specialists in education, educational gerontology and agile culture, as well as an older person, participated in an active and collaborative way. The manifesto, which has four values and 18 principles, will serve as a guide for educators who intend to develop educational activities based on agile culture, for older adults, in the non-formal instance. It is proposed that the agile culture of non-formal education for older adults is fundamentally about collaboration, democracy, independence and autonomy, considering the needs of everyday life, as well as the multidimensionality and heterogeneity of those involved.

EAST MEETS WEST: INNOVATIVE APPROACHES TO GERONTOLOGY EDUCATION AND TRAINING

Abstract The global population is aging at an increasingly fast pace compared to past generations. Although the magnitudes and rates of aging in the United States and Japan differ, the drastic change in population structure has resulted in common challenges for both countries. One challenge is preparing people and society for living a long life while promoting well-being in old age for everyone. Combating ageism, delivering accurate information about aging, and encouraging people to have a balanced view of the aging process are all important topics for living in an aging society. Therefore, gerontology education and training plays a critical role. In this symposium, we will present examples of current efforts and research findings on aging education and training in both the United States and Japan. The first presenter will discuss their efforts on promoting gerontology education through redesigning communities with interdisciplinary collaboration in Japan. The second presenter will explain gerontology curriculum and degree programs in Japan. The third presenter will introduce an international gerontology education course designed for United States graduate students. The last presenter will report findings from a scoping review on intergenerational activities in higher education. Implications for future gerontology education will also be discussed.

IMPROVING LONG-TERM CARE THROUGH GERIATRICS EDUCATION: A DEEP DIVE INTO GWEP AND GACA INITIATIVES

Abstract Formal geriatrics education remains limited for many of the numerous health care professionals working with older adults. A well-prepared long-term services and supports (LTSS) workforce is imperative to care for older adults with multiple chronic conditions, especially dementia. This study highlights the role of Geriatric Workforce Enhancement Programs (GWEPs) and Geriatrics Academic Career Awards (GACAs) in addressing this need. An online survey, conducted 5/2023-6/2023, captured data from GWEPs (n=18) and GACAs (n=11) about training offered towards age- and dementia-friendly care in LTSS settings. Results revealed that 13 GWEPS or GACAs provided 36 learning activities that addressed the first recommendation, “Delivering comprehensive, person-centered, equitable care that ensures residents’ health, quality of life and safety” of the National Imperative to Improve Nursing Home Quality (NASEM). Twelve GWEPS/GACAs provided 42 learning activities addressing the second NASEM report recommendation, “ensuring a well-prepared, empowered, and appropriately compensated workforce.” GWEPS/GACAs are also aiding LTSS settings in achieving Age-Friendly Health Systems Designations: one each supported level 1 or 2 designation, two supported achieving both levels. Additionally, four GWEP/GACAs are working with LTSS entities toward level 1 status, one toward level 2, and one toward achieving both levels. Our findings underscore the pivotal role of GWEPS/GACAs in enhancing geriatrics education, addressing challenges in LTSS, and the pressing need for continued support. Recommendations emphasize strengthening partnerships between LTSS settings and GWEPs/GACAs to bridge educational gaps. Implications indicate GWEPS and GACAs are playing a crucial role in helping LTSS settings achieve age-friendly standards and align with the NASEM report’s vision.

SIMULATION IN AGE SUIT: AN INNOVATIVE NURSING EDUCATION INTERVENTION TO INCREASE THE UNDERSTANDING OF OLDER ADULTS

Abstract Background Negative attitudes towards older adults are often recognized in society, especially among health care providers. Lack of education in gerontology and geriatrics and limited practical training in nursing education have been identified as influencing aspects. Simulation in education through age suit has been recognized to increase empathy and reduce negative attitudes towards older adults. An innovative education intervention with simulation in age suit with a follow up reflection seminar was developed to counteract ageism and increase the understanding of aging, age related health problems, older adults and to influence the willingness to provide care to older adults. Methods The intervention with simulation in age suit, grounded in the pedagogy experiential learning, was implemented in the fourth semester in the three-year nursing education program. The simulation was conducted in a highly accessible home environment equipped with welfare technology and other technical aids. The nursing students were assigned a persona, a person with different health problems, and performed scenarios consisting of daily chores. Research on nurses’ experiences of the intervention and its sustainability through the education program and on perceptions of providing care for older adults, is conducted qualitatively and quantitatively in a doctoral project. Conclusion The learning acquainted through simulation in age suit became embodied both physically and psychologically. The simulation in age suit conveyed new insights as need of time and patience. The technology in the environment both hindered and facilitated activities in daily life. Implications suggested the need for all health and social care providers to carry out this simulation.

POLICY CONSIDERATIONS FOR GERONTOLOGY AND GERIATRICS CONTENT IN HEALTH PROFESSIONAL EDUCATION

Abstract Health professions educators in fields such as nursing, medicine, and social work struggle to prepare practitioners for the needs of growing numbers of older adults. In 2008, the National Academies of Science Engineering and Medicine identified that fewer than 5% of physicians choose to specialize in geriatrics, and even fewer in geriatric psychiatry, leading to significant shortages in mental health care for older adults. While other health professions such as clinical social workers or psychiatric nurse practitioners could potentially fill this gap, the story is the same in social work (4%) and nursing (1%). These numbers have improved marginally over the last fifteen years, but growing numbers of older adults have exacerbated shortages. In these professions, and in others, the model has been to have geriatrics/gerontology as a specialty, rather than integrated into the curriculum. Yet the interest in this specialization is not there and practitioners will have more exposure to this population than they might think. Members of the Social Research Practice & Policy section of GSA consider how we can shape policy to enhance geriatrics and gerontology education, and where AGHE can support health professions education (nursing, medicine, social work, etc.) and interdisciplinary health professional education in gerontology.

OLDER ADULTS AND CAREGIVERS AS PARTNERS IN PATIENT- AND FAMILY-CENTERED EDUCATION

Abstract Patient and family-centered education is an approach to the planning, delivery, and evaluation of curricula that is grounded in mutually beneficial partnerships among patients, families, students, and educators. Engaging patients and families in genuine partnerships through health professions education can broaden the student’s perspectives of health to include social, economic, and environmental factors while helping them recognize unique individual dimensions, such as cultural context, capacities, and values, that influence health. While patient-centeredness is a widely recognized component to high-quality healthcare, partnering with older adult patients and caregivers is a less recognized standard in health professions education. This symposium examines the role of older adults and caregivers in co-creating geriatric and gerontology education with a HRSA-funded Geriatric Workforce Enhancement Program (GWEP) to promote the knowledge, skills, and attitudes necessary for patient-centered clinical practice. First, presenters will share educational initiatives involving older adults as mentors and subject matter experts for health professions students and student teams. This is followed by projects engaging and empowering older adults and caregivers as advocates for quality care and advisors for educational improvements. Finally, presenters will explore evaluation tools and strategies to collect input and ensure the patient’s voice remains at the center of education planning, delivery, and improvement. Presenters discuss methods of adapting these models to a local context as well as strategies and opportunities to incorporate the input and feedback from older adults and caregivers into health professions education.

PRESIDENTIAL SYMPOSIUM: EDUCATIONAL NEEDS AND STRATEGIES ACROSS GSA: BUILDING BRIDGES WITHIN THE SOCIETY

Abstract Across GSA member groups, we teach, train, and mentor in a variety of ways and for different purposes. Education is a tie that connects us across the Society. In this AGHE Presidential Symposium, representatives from the different GSA membership sections will discuss the educational needs of their members and share strategies they employ with their students, employees, mentees, and others to ensure the best preparation of the workforce. Researchers, care providers, educators, advocates, and others must be well-prepared to address the opportunities and demands of an aging society. Tamar Shovali, from Behavioral and Social Sciences, will present empirically supported approaches to intergenerational communication and training to foster relationships between aging individuals and their communities. Biological Sciences member LaDora Thompson will highlight current educational efforts in translating geroscience discoveries into new medical advances. Health Sciences member Matt Peterson will present strategies, challenges and opportunities learned from a currently funded health sciences mentoring program. Social Research, Policy, and Practice member Nancy Kusmaul will discuss efforts to shape policy to enhance geriatrics and gerontology education. AGHE Chair Joann Montepare will serve as discussant, exploring how AGHE can build more bridges by integrating educational efforts in several unique ways. Collectively, presenters in this session will highlight the connections and opportunities for collaboration across GSA member groups.

IN THEIR OWN WORDS – HOW STUDENT RESPONSES TO OPEN-ENDED QUESTIONS CAN IMPROVE GERONTOLOGY EDUCATION

Abstract In gerontology education, we know that there are many benefits to assigning students open-ended questions. They allow students to think more critically and can lead to a better understanding of course concepts. Student responses can also help us identify gerontology topics that are not well understood or need reinforcement, as well as topics that can generate interesting in-class discussions. Examining students’ answers can help us fill the gaps in current gerontology education and improve our teaching practices. In this lecture, I will share how I have used content analysis to examine students’ responses from several assignments, and how I have modified lectures and assignments in response. In addition, I will share how I have added some of these assignments to our general education gerontology courses to help students challenge ageist beliefs and acquire an appreciation for gerontology.

UNDERGRAD AND GRAD COMBINED PROGRAMS: FACILITATING RECRUITMENT THROUGH NEW PATHWAYS

Abstract The University of North Carolina Wilmington was reclassified as an R2 institution in 2018. As such, additional focus has been placed on graduate programs and the generation of research. More recently, UNCW’s Chancellor Volety followed recommendations from faculty, staff, and students to seek to endorse the Age Friendly University principles. These two accomplishments create ideal conditions for growing the gerontology program, which had been on the low productivity list and considered for dissolution (as has happened with many programs around the country). To facilitate recruitment into the MS in Applied Gerontology, new pathways known as “4 + 1” or “combined programs” were created. By allowing qualified undergraduate students to take a portion of their coursework at the graduate level, students explore their interest in gerontology, become invested in gerontology education, and meet undergrad and graduate requirements simultaneously. Students are then able to complete their MS in Applied Gerontology in as little as one more year. Such programming has created a steady stream of students into the graduate program, which is no longer on the low productivity list. While this approach has many strengths, challenges exist that must be acknowledged. Marketing the program to a now very broad prospective student base requires finesse. For example, marketing that would appeal to an exercise science student may not be what speaks to a psychology student. These challenges also translate to the classroom. Although gerontology is an interdisciplinary field, career goals for students now vary even more widely as do their expectations and academic needs.

FORETHOUGHT OR AFTERTHOUGHT? THE FUTURE OF GERONTOLOGICAL EDUCATION

Abstract The increasing population of older adults would suggest a comparable increase in the demand for gerontological education. The current workforce shortage and number of Gerontology programs that are struggling and/or closing, however, suggest this is not necessarily the case. Bass and Ferraro (2000) reported over 1,000 gerontology/aging or related programs in operation. Today, there are 537 programs in gerontology and/or aging including 31 Associate degrees; 185 Minors; 79 Undergraduate and 92 Graduate Certificates; 43 Majors; 57 Masters; and 16 doctoral programs (University of Nebraska Omaha, 2023). Many interrelated factors have been suggested to account for the decline. From an economic point of view, these factors are thought to include: decreasing enrollments in and revenue generation from gerontology programs; demographic shifts away from traditional age college students; and decreasing interest and value of higher education overall. From a pedagogical point of view, this might reflect a return to individual courses and programs ensconced in more traditional disciplinary approaches (e.g., family studies, psychology, and sociology). Pervasive ageism has also been thought to be an underlying societal factor. While none of these factors are easily remedied, understanding their impact is an important first step. GSA programming such as Ageism First Aid and Reframing Aging Initiative are taking the next Herculean step in tackling societal ageism. This presentation focuses on reframing the value of gerontological education to students, employers, and policymakers– moving it from an afterthought to a prioritized strategy for addressing the mounting demand for aging services and service providers.

OLDER ADULT VOLUNTEERS AS MENTORS IN GERIATRIC EDUCATION

Abstract Health professions education that involves older adults has been shown to be effective in improving students’ clinical skills and attitudes towards older adults. With the goal of introducing healthcare students to geriatric care through first-hand experiences, the “Seniors Assisting in Geriatrics Education (SAGE)” Program involves older adult volunteers age 65+ in virtual person-centered health promotion visits with teams of three to four students. Through an application process, mentors are selected and receive orientation materials before visits with their assigned team. Students represent eight disciplines: dietetics, medicine, nursing, pharmacy, physical therapy, physician assistant studies, social work, and speech language pathology. Students practice basic clinical skills and screening techniques while working as a team and receiving feedback and input from their mentor. In 2022, we surveyed older adult volunteers to evaluate their mentor experience using open-ended and Likert style questions on a scale from strongly agree to strongly disagree. Survey responses (n=99) show that most mentors agreed students collaborated well (94%), health promotion topics for each visit were beneficial (83% to 85%), and they were satisfied with their SAGE experience (96%). Mentors identified opportunities for improvement related to student and mentor preparation, in-person versus online visits, and establishing rapport between mentors and teams. Results were used to enhance mentor training and engagement and to create community partnerships for recruitment and mentor diversity. By prioritizing recruitment of and training for volunteers, older adults can actively and effectively participate in meaningful educational experiences with health professions students.

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

Abstract The Clark Tibbitts Award Lecture will feature an address by the 2023 award recipient Edward Schneider, MD of the University of Southern California. 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 2023 award recipient Harvey Sterms, PhD, FGSA of the University of Akron. 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.

WORKFORCE EDUCATION, TECHNOLOGY, AND EVALUATION TO REDUCE HEALTH DISPARITIES IN A PROVIDER SHORTAGE STATE

Abstract State of Nevada has been a provider shortage area and ranks 50th state of primary care providers per capita in 2022. As a result, Medicare spends highest spending per capita and highest 30-day readmission rate of vulnerable and older adults, i.e., individuals with Alzheimer’s Disease Related Dementias. To respond these challenges, geriatric workforce education program (GWEP) was launched in 2019. Along with interdisciplinary education of healthcare providers, GWEP overarched to an innovative technology, i.e., digital health and machine learning methodology aiming at mitigating bias in healthcare and predicting events, i.e., nursing home placement and designating power of attorney timelines that are useful for planning advance care in primary care. GWEP team evaluates the impact of these education and technology implementation impact on healthcare delivery efficiency, i.e., healthcare cost. in real-world payment system. This is a collaborative symposium between the Community-Engaged Research, Geriatric Education, and Patient/Person Engagement in Research Interest Groups.