A gerontology theory-informed Pilot intervention to enhance geriatric physical therapy education.

Abstract

Physical therapists (PT) are responsible for optimizing health and function across the lifespan. However, variability in geriatric training and negative age perceptions impact care delivery for older adults. Gerontologists understand aging as a lifelong and multifaceted process. Gerontological theory expands the biomedical model, challenges ageism in research and practice, and advances a holistic yet individualized approach to healthcare. Therefore, the benefits of teaching geriatric PT using a gerontological lens warrant investigation. This case describes a 60-minute seminar introducing gerontological theory to 58 PT students enrolled in a Lifespan II course. Demographic information, the Relational Aging Anxiety Scale (RAAS), and intention to pursue age-related training were collected before and immediately following the seminar. Results reflected statistically significant increases with small effect sizes in student affinity for older adults, decreased internalized ageism and relational ageism immediately after seminar conclusion, as well as greater intent to pursue education in holistic aging. Although case findings are limited, further research on the relationship between gerontology and PT is recommended. Grounding geriatric PT concepts in gerontological theory and best available evidence may enhance students' understanding of aging processes in themselves and others, increase engagement in aging studies, and buffer negative impacts of ageism on health.