GERONTOLOGY & GERIATRICS EDUCATION最新文献_第10页

Enhancing undergraduate education and research in aging to eliminate health disparities (ENGAGED) - A pipeline program to advance diversity in aging research. 加强本科生教育和老龄化研究，消除健康差异（ENGAGED）--推进老龄化研究多样性的管道计划。

IF 1.3

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-07-01 Epub Date: 2024-07-29 DOI: 10.1080/02701960.2024.2383426

Tina E Brinkley, Debra I Diz, Jill Harp, Gary D Miller, Antonius D Skipper, TanYa M Gwathmey

{"title":"Enhancing undergraduate education and research in aging to eliminate health disparities (ENGAGED) - A pipeline program to advance diversity in aging research.","authors":"Tina E Brinkley, Debra I Diz, Jill Harp, Gary D Miller, Antonius D Skipper, TanYa M Gwathmey","doi":"10.1080/02701960.2024.2383426","DOIUrl":"10.1080/02701960.2024.2383426","url":null,"abstract":"The Enhancing Undergraduate Education and Research in Aging to Eliminate Health Disparities (ENGAGED) program takes advantage of the broad, multidisciplinary research established in the area of aging at Wake Forest University School of Medicine and its partner institutions, Wake Forest University and Winston-Salem State University. The ENGAGED program is designed to provide undergraduate students who are underrepresented in the biomedical sciences an opportunity to participate in educational and research training in aging and health disparities. Funded since August 2019, ENGAGED has provided 73 academic year internships and 46 summer internships, with another 8 internships starting in Fall 2023. A total of 61 students (67% female, 64% African American, 21% Hispanic) have participated in the ENGAGED program, reflecting the fact that 49% participate in more than one session or program offering. To date, 38 of the ENGAGED trainees have graduated (100% with a science, technology, engineering, or math degree), 84% of whom are working or pursuing advanced degrees in the biomedical sciences. Given the unique strengths, existing infrastructure, and long-standing collaborations among the partner institutions, the ENGAGED program is helping advance diversity in aging and health disparities research by creating a pipeline for well-trained underrepresented students interested in biomedical research careers.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"370-385"},"PeriodicalIF":1.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11775231/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141793749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Equitable outreach: Leveraging a university-community partnership for fall prevention training with older adults in rural Texas. 公平推广：利用大学与社区的合作关系，对得克萨斯州农村地区的老年人进行预防跌倒培训。

IF 1.3

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-07-01 Epub Date: 2024-10-14 DOI: 10.1080/02701960.2024.2416390

Andrew B Crocker, Jennifer J Severance, Sara C Murphy, Austin B Byrd

引用次数: 0

In their shoes: Multimodal training using virtual reality to improve knowledge and confidence in caring for LGBTQ+ older adults. 站在他们的角度：利用虚拟现实进行多模式培训，提高照顾LGBTQ+老年人的知识和信心。

IF 1.3

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-07-01 Epub Date: 2025-04-19 DOI: 10.1080/02701960.2025.2491520

Vinita Shastri, Chalise Carlson, Dat-Hoang Gia, Ravnit Bhatia, Michael Vallario, Shannon Healer, Sowmya Iyer, Christine E Gould

{"title":"In their shoes: Multimodal training using virtual reality to improve knowledge and confidence in caring for LGBTQ+ older adults.","authors":"Vinita Shastri, Chalise Carlson, Dat-Hoang Gia, Ravnit Bhatia, Michael Vallario, Shannon Healer, Sowmya Iyer, Christine E Gould","doi":"10.1080/02701960.2025.2491520","DOIUrl":"10.1080/02701960.2025.2491520","url":null,"abstract":"LGBTQ+ older adults experience health disparities disproportionately and face age, sexual identity, and gender identity discrimination, yet education is lacking amongst health care professionals. Virtual reality (VR) is a potential tool to combat prejudice and unrecognized bias in clinicians, which is imperative for improving care for marginalized populations. We implemented a multimodal workshop on the care of LGBTQ+ older adults using case-based learning (Aquifer Geriatrics), VR simulation (Embodied Labs), and a discussion with LGBTQ+ Veteran Care Coordinators. A retrospective pre and post survey was collected to ascertain the workshop's effect on learner confidence and knowledge of caring for this population, along with the effectiveness of VR in medical education. Responses were measured on a Likert scale of 1-10, with improvement measured by comparing the increase in scores before and after training. The post survey included an open-ended prompt regarding intent to use learning. The workshop was held 3 times with 33 survey respondents. Results indicated significantly increased knowledge/confidence in all areas. Free text data analysis identified ways respondents intended to apply the learning in everyday work. These findings suggest this workshop was considered an effective teaching strategy that improved confidence and knowledge, and channeled empathy for this underrepresented population.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"399-412"},"PeriodicalIF":1.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144062673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Summer of Translational Aging Research for Undergraduates (STAR U): Short-term outcomes of a training program to advance diversity in aging research. 大学生转化老龄化研究暑期（STAR U）：促进老龄化研究多样性的培训项目的短期成果。

IF 1.6

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-07-01 Epub Date: 2025-06-26 DOI: 10.1080/02701960.2025.2522103

Kiana K Chan, Jennifer J Manly, Stephanie A Cosentino, Adam M Brickman

{"title":"Summer of Translational Aging Research for Undergraduates (STAR U): Short-term outcomes of a training program to advance diversity in aging research.","authors":"Kiana K Chan, Jennifer J Manly, Stephanie A Cosentino, Adam M Brickman","doi":"10.1080/02701960.2025.2522103","DOIUrl":"10.1080/02701960.2025.2522103","url":null,"abstract":"The Summer of Translational Aging Research for Undergraduates (STAR U) program, funded by the National Institute on Aging and the Alzheimer's Association, aims to enhance diversity in aging research through undergraduate education. This evaluation assesses the program's effectiveness in fostering a diverse cohort of scientists from underrepresented backgrounds. Forty-eight (96%) of 50 alumni completed a survey between April and August 2023. The survey collected demographic data, educational/career goals, program experiences, and post-program outcomes, including continued education and scientific engagement. Ninety-one percent of respondents indicated that STAR U was \"extremely significant\" or \"very significant\" in influencing them to pursue a career in science, and 93% found STAR U effective in influencing pursuits in aging research. Forty-one percent were accepted or enrolled in science-related graduate programs, with half in doctoral programs. Respondents actively disseminated their research, with 10% leading or coauthoring papers for publication. PubMed shows 22 alumni (44%) have a total of 44 publications. Qualitative feedback highlighted the program's impact on career exploration, mentorship, and the supportive environment. STAR U advances diversity in the scientific workforce focused on aging research, strengthening scholars' goals for graduate education and science careers by addressing challenges and fostering a supportive environment.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"486-505"},"PeriodicalIF":1.6,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12403324/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144508822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Championing diversity, equity and inclusion in gerontological education. 倡导老年学教育的多样性、公平性和包容性。

IF 1.3

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-07-01 Epub Date: 2025-07-09 DOI: 10.1080/02701960.2025.2530302

Rona J Karasik

引用次数: 0

The need for culturally responsive teaching in death education: A call to action. 在死亡教育中进行文化反应教学的必要性：行动呼吁。

IF 1.3

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-07-01 Epub Date: 2025-05-12 DOI: 10.1080/02701960.2025.2502540

Autumn Decker, Raven H Weaver, Cory Bolkan

{"title":"The need for culturally responsive teaching in death education: A call to action.","authors":"Autumn Decker, Raven H Weaver, Cory Bolkan","doi":"10.1080/02701960.2025.2502540","DOIUrl":"10.1080/02701960.2025.2502540","url":null,"abstract":"With an aging population growing in size and diversity, more older adults will need support from the future geriatric workforce. Professional services will face issues related to end-of-life, making knowledge about death, grief, and loss essential. Most, however, report inadequate access to gerontological, geriatrics, or death education, particularly delivered with cultural humility. Colleges/universities can help fill this gap through formal death-and-dying-curricula, but faculty often feel unprepared to teach these sensitive topics. This study explored the experiences (e.g. lessons learned, best practices) of 27 instructors teaching death-related courses via semi-structured interviews. A consistent concern emerged among faculty regarding limited resources on cultural diversity. This prompted a post-hoc analysis of the existing data via a deductive content analytic approach to explore how a culturally responsive-sustaining (CR-S) education framework could inform future work. Evidence to support all four principles of CR-S emerged and three additional principles were identified that may build on the CR-S framework. Findings emphasize the need for more culturally relevant materials and multidisciplinary course delivery. We offer actionable suggestions for integrating cultural humility into death education and advocate for amplifying diverse voices in the field.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"413-430"},"PeriodicalIF":1.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144032239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student-teacher communication preferences in Taiwanese older learners. 台湾老年学习者的师生交流偏好。

IF 1.3

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-04-01 Epub Date: 2024-03-25 DOI: 10.1080/02701960.2024.2334734

Chin-Hui Chen

引用次数: 0

Developing and validating an intervention-specific knowledge assessment for person-centered communication in nursing home continuing education. 在疗养院继续教育中发展并验证以人为本的沟通的干预特定知识评估。

IF 1.3

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-04-01 Epub Date: 2024-12-25 DOI: 10.1080/02701960.2024.2444922

Yelena Perkhounkova, Clarissa Shaw, Maria Hein, Carissa K Coleman, Kristine Williams

{"title":"Developing and validating an intervention-specific knowledge assessment for person-centered communication in nursing home continuing education.","authors":"Yelena Perkhounkova, Clarissa Shaw, Maria Hein, Carissa K Coleman, Kristine Williams","doi":"10.1080/02701960.2024.2444922","DOIUrl":"10.1080/02701960.2024.2444922","url":null,"abstract":"Purpose: The assessment of knowledge gain from educational interventions is a common practice in dementia care research. This study aimed to refine and validate the Changing Talk Scale (CHATS), a tool for assessing knowledge of effective and person-centered communication in nursing home staff. CHATS was integrated into the Changing Talk: Online (CHATO) education program to measure the knowledge gains resulting from it.Methods: Test items for CHATS were created based on the 13 learning objectives of CHATO. These items underwent iterative revisions based on psychometric analyses across four pilot studies, culminating in two 13-item alternate forms. These forms were evaluated using psychometric analysis and linear mixed modeling with 664 staff members from 15 nursing homes across the US.Results: The reliability of CHATS, measured by Cronbach's α, was .56 and .49 pre-education, and .70 and .77 post-education for the two forms respectively. The mean CHATS scores were higher for staff with higher education levels and increased after the CHATO, irrespective of staff or nursing home characteristics.Conclusions: The development and validation of a test to capture knowledge requires the consideration of multiple aspects. CHATS effectively demonstrated knowledge gains from the CHATO intervention across various types of staff.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"295-309"},"PeriodicalIF":1.3,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12018141/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142898914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparison of face to face and online delivery of a dementia-specific experiential learning activity. 老年痴呆症体验式学习活动的面对面授课与在线授课的比较。

IF 1.3

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-04-01 Epub Date: 2024-06-21 DOI: 10.1080/02701960.2024.2366279

Brandy Schwarz, Mike V Richardson, Kathlene Camp, Rene Thomas

{"title":"Comparison of face to face and online delivery of a dementia-specific experiential learning activity.","authors":"Brandy Schwarz, Mike V Richardson, Kathlene Camp, Rene Thomas","doi":"10.1080/02701960.2024.2366279","DOIUrl":"10.1080/02701960.2024.2366279","url":null,"abstract":"During the COVID-19 pandemic, healthcare professions shifted from face to face(F2F) to online educational delivery methods. Research evaluating the effectiveness of online educational delivery is mixed.The purpose of this study was to compare the effectiveness of a dementia-specific experiential learning activity(ELA) delivered to Doctor of Physical Therapy(DPT) students face to face(F2F) versus online. Participants included a sample of DPT students (n = 171) from four consecutive cohorts. In this quasi-experimental, single-site two-factor design study, students participated in either a F2F(n = 84) or online version (n = 87) of an ELA. They completed a dementia survey pre-(T1) and post-ELA(T2). Pre- and post-survey analysis demonstrated significant improvements between T1 and T2 for both groups. The interaction of group by time F(1,169) = 287.61, p < 0.01 indicates a main effect for groups over time. Analysis did not demonstrate significance between versions for T1 or T2. The interaction of time by group F(1,169) = 1.08, p = 0.30 indicates there was not an interaction of time by group.This study provided strong evidence that students benefitted from the dementia-specific ELA regardless of delivery method. Both methods proved equally effective, as there was no statistically significant difference between them. Programs may consider online experiences to increase schedule flexibility and content accessibility.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"244-253"},"PeriodicalIF":1.3,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141437666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluation and comparison of aging education for undergraduates across multiple fields of study. 评估和比较多个研究领域的本科生老龄化教育。

IF 1.3

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-04-01 Epub Date: 2024-04-01 DOI: 10.1080/02701960.2024.2334738

Suzanne R Hawley, Theresa St Romain, Nicole Rogers

{"title":"Evaluation and comparison of aging education for undergraduates across multiple fields of study.","authors":"Suzanne R Hawley, Theresa St Romain, Nicole Rogers","doi":"10.1080/02701960.2024.2334738","DOIUrl":"10.1080/02701960.2024.2334738","url":null,"abstract":"The college years represent a key opportunity for broadening the future gerontology workforce by introducing students to the aging content that may influence their career decisions, yet this content is often limited to students with behavioral health and health professions majors. The present study sought to determine the degree to which a Midwestern university's general education course on aging could increase learning, interest, knowledge, and ability to use knowledge for undergraduates across multiple fields of study. Participants included 560 undergraduate students, 48% of which were health professions majors, 28% behavioral health majors, and 23% majors in other fields. While all groups reported significant increases in learning, knowledge, and interest in aging studies, ANOVA found significant differences by students' field of study in reported ability to apply course knowledge in their career or organization. As demand increases for workers versed in the needs of the older adult population, it will be important for educators to incorporate career connections into aging studies coursework and make abundantly clear how students in all fields of study are necessary for the future gerontological workforce.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"223-231"},"PeriodicalIF":1.3,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140337176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0