ABSTRACT Life review-based academic service learning (LR-ASL) is a comprehensive educational program that addresses social work students’ knowledge, ageism and competencies. This study aimed to examine the acceptability and preliminary effectiveness of the LR-ASL program among undergraduate social work students in China. The study featured a quasiexperimental pretest‒posttest‒follow-up design and collected data from students at a college in China. The intervention group (n = 39) participated in the LR-ASL program, whereas the comparison group (n = 14) completed an aging knowledge examination. Most students (34 out of 39) in the LR-ASL group completed all the intervention sessions and assessments, indicating strong adherence to the LR-ASL program. Repeated-measures ANOVA and a linear mixed effects model were used to analyze the changes. Statistically significant within-group improvements over time in the intervention group were observed for knowledge, anxiety about aging, attitudes toward older adults, competency, and interest in working with older adults. Additionally, the intervention group improved more significantly than did the comparison group in terms of anxiety about aging, attitudes toward older adults, and interest in working with older adults. In conclusion, these findings support the acceptability and possible efficacy of the LR-ASL program among undergraduate social work students in China. LR-ASL may be a viable and promising academic service-learning program that can help inform future research and training related to reducing ageism and increasing gerontology competencies.
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