GERONTOLOGY & GERIATRICS EDUCATION最新文献

{"title":"Alzheimer disease knowledge among gerontologists in Turkiye.","authors":"İrem Tanriverdi, İrem Bilgic, Ozge Pasin, Ceren Oren, Hatice Selin Irmak, Lee Smith, André Hajek, Pinar Soysal","doi":"10.1080/02701960.2026.2630669","DOIUrl":"https://doi.org/10.1080/02701960.2026.2630669","url":null,"abstract":"<p><p>This study aimed to evaluate the level of knowledge about Alzheimer's disease (AD) among graduates of gerontology undergraduate programs in Turkiye and to identify factors associated with their knowledge levels. A cross-sectional study was conducted with 100 gerontology graduates recruited via alumni networks and professional platforms. Data were collected using an online survey including a demographic form and the Turkish version of the Alzheimer's Disease Knowledge Scale (ADKS-TR). Descriptive statistics, Mann-Whitney U, and Kruskal-Wallis tests were used to examine differences in AD knowledge scores across participant characteristics, with significance set at <i>p</i> < .05. The overall mean ADKS-TR score was 22.04 ± 3.44 (IQR:11-29), indicating a moderate level of knowledge. Female graduates scored significantly higher than males (<i>p</i> = .007). Employed participants and those who perceived themselves as knowledgeable also had higher scores (<i>p</i> < .001 and <i>p</i> = .017, respectively). No significant differences were observed based on age, time since graduation, prior AD-specific training, or personal/familial exposure to AD. Participants demonstrated the highest knowledge in the \"Assessment and Diagnosis,\" \"Life Impact,\" and \"Symptoms\" domains, while \"Caregiving\" scored lowest. The most common misconceptions concerned functional impairments, prevention strategies, and decision-making abilities, whereas general disease characteristics were correctly identified by most participants. Gerontology graduates in Turkiye possess moderate AD knowledge, with gender, employment status, and self-perceived competence as key correlates. Persistent gaps in practical caregiving and prevention highlight the need for continuous, practice-oriented, and targeted educational programs to improve professional competence in AD care.</p>","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-12"},"PeriodicalIF":1.3,"publicationDate":"2026-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146203362","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}

{"title":"Dementia behaviors that undergraduates find distressing and the relationship to personality traits, ageism, and dementia knowledge.","authors":"Lori Harper, Logan Moon, Russell A Powell, John R Reddon","doi":"10.1080/02701960.2026.2630668","DOIUrl":"https://doi.org/10.1080/02701960.2026.2630668","url":null,"abstract":"<p><p>Our aim was twofold: 1) determine the characteristics of those who hold stigmatizing beliefs toward persons with dementia and 2) identify which dementia-related behaviors are most likely to be stigmatized. Questionnaires were administered to 298 undergraduate students. Participants read a vignette of a woman displaying six dementia-related behaviors and asked to what degree each behavior was distressing. Participants provided information on their age, sex-at-birth, gender, socioeconomic and marital statuses. Correlations were examined between personality traits, time spent with a person with dementia, knowledge about dementia, ageism, and stigmatization of dementia. ANOVAs were conducted to assess differences in levels of distress elicited across the six dementia-related behaviors exhibited in the vignette and across the three components of the stigmatization scale. Ageist beliefs and stigmatizing beliefs were positively associated. More time spent with persons with dementia as well as higher levels of Conscientiousness and Extraversion predicted lower levels of ageist beliefs. Aggression and poor hygiene were judged to be significantly more upsetting to participants than poor memory and confusion. The association between ageist beliefs and stigmatizing beliefs suggests that education programs should provide information about normal aging in addition to information about dementia.</p>","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-14"},"PeriodicalIF":1.3,"publicationDate":"2026-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146182937","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}

{"title":"Comparing the efficacy of content and media for online dementia education: A five-arm randomized controlled trial.","authors":"Hiroshige Matsumoto, Ayumi Igarashi, Manami Takaoka, Kyoko Yoshioka-Maeda","doi":"10.1080/02701960.2026.2623601","DOIUrl":"https://doi.org/10.1080/02701960.2026.2623601","url":null,"abstract":"<p><p>Various educational programs have been designed to reduce dementia-related stigma. However, the most effective content remains unclear owing to the integration of multiple contents. This study aimed to compare the efficacy of different content. Participants from a crowdsourcing website were randomly assigned to one of five online interventions: (1) a lecture video on dementia and the lives of people living with dementia (15.2 min); (2) a short drama about a person living with dementia and their families (28.4 min); (3) drama combined with virtual reality (VR), allowing participants to experience part of the drama from a person living with dementia perspective (37.5 min), (4) mini-games simulating interactions with people living with dementia (12.6 min); and (5) documentary videos about people living with dementia (15.0 min). Attitudes and helping intentions toward people living with dementia were assessed before and after the interventions. All groups demonstrated significant within-group improvements, but no significant differences in score changes were observed between groups. Considering their short duration and ease of development and delivery, and comparable effects with other methods, lecture videos are recommended as an efficient method for reducing dementia stigma via online education.</p>","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-20"},"PeriodicalIF":1.3,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146100989","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}

{"title":"Training to implement BE-ACTIV(VA), a behavioral intervention for depression in VA nursing homes: staff satisfaction and efficacy.","authors":"Sylvia V Haigh, Nathalie M McIntosh, Katherine A Kennedy, Suzanne Meeks, Kelly O'Malley, Kristen Sorocco, Amy L Mochel, Caroline Madrigal, Whitney L Mills","doi":"10.1080/02701960.2026.2618001","DOIUrl":"10.1080/02701960.2026.2618001","url":null,"abstract":"<p><p>Depression affects up to 40% of Veterans in Veterans Health Administration's nursing homes, known as Community Living Centers (CLCs). We adapted an evidence-based intervention (Behavioral Activities Intervention; BE-ACTIV) to create BE-ACTIV(VA): a manualized behavioral activation intervention for CLC short-stay Veterans with depression. While BE-ACTIV relied on intensive in-person staff training, we developed online, self-paced trainings to fit staff members' busy schedules. The goals of this article are to report on the creation and content of BE-ACTIV(VA) trainings and CLC staff perceptions of their efficacy, feasibility, and acceptability. We used data from post-training surveys (survey responses: All CLC Staff Training <i>n</i> = 13; Activity Facilitator Training <i>n</i> = 10; Mental Health Provider Training <i>n</i> = 18) and qualitative interviews (<i>n</i> = 16) with staff. Survey responses were summed and averaged to provide a mean score for each question. We conducted brief, semi-structured interviews with staff implementing BE-ACTIV(VA), coded transcripts, and employed a thematic analysis approach to identify salient themes from the coding output. Survey data showed that staff were satisfied with the trainings (100% were satisfied with the Mental Health Provider Training; 100% were satisfied with the Activity Facilitator Training; 85% were satisfied with the All CLC Staff Training) and found the content to be effective and useful for their practice. We identified four main themes related to staff perceptions of the efficacy of the training (staff were prepared to implement BE-ACTIV(VA) post trainings, and felt trainings were clear and useful), feasibility of the training (fit well into staff workflow), and suggestions for improvement (to add interactive components or knowledge checks). To our knowledge, this is the first study to show that behavioral activation intervention training can be successfully done in a brief, online format within a CLC setting among a range of staff. Findings suggest that this training approach can support the dissemination and scale-up of manualized behavioral activation interventions to reduce depression across long-term care settings.</p>","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-15"},"PeriodicalIF":1.6,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13088374/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146012883","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}

{"title":"Enhancing gerontological social work education: Curriculum insights from offering a clinical gerontology certificate.","authors":"Jennifer A Hewson, Kaylin Epp, Christine A Walsh, Carolyn Gulbrandsen, Salimah Walji-Shivji","doi":"10.1080/02701960.2024.2328520","DOIUrl":"10.1080/02701960.2024.2328520","url":null,"abstract":"<p><p>With the increasing aging population there is a need for more gerontological social work practitioners; however, such training for social workers in Canada is limited. To help address this gap, one faculty of social work developed a graduate level clinical social work practice certificate with a specialization in gerontology. In this paper we explore students' and instructors' perspectives about the curriculum, delivery, and impact of this certificate, and provide recommendations for improvement, particularly with respect to the clinical nature of the courses. Eight students and four instructors participated in the study. Strengths and opportunities for enhancement were identified for curriculum and delivery. Study findings also indicated that further curriculum development should focus on enhancing clinical skill development and providing more practice experience. Implications arising from these findings included developing clinical skills through experiential learning, interprofessional education, and service learning.</p>","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"47-59"},"PeriodicalIF":1.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140111835","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}

{"title":"Continuity and change for Gerontology & Geriatrics Education.","authors":"Rona J Karasik","doi":"10.1080/02701960.2026.2611625","DOIUrl":"https://doi.org/10.1080/02701960.2026.2611625","url":null,"abstract":"","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":"47 1","pages":"1-3"},"PeriodicalIF":1.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146100945","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}

{"title":"An age-friendly opioid use disorder (OUD) care workshop: Applying the 5Ms framework.","authors":"Kimberly J Beiting, A Justine Landi, Vassiliki Pravodelov, Mim Ari","doi":"10.1080/02701960.2024.2395258","DOIUrl":"10.1080/02701960.2024.2395258","url":null,"abstract":"<p><p>Over the last two decades, the rate of fatal overdoses among adults 65 years and older has risen exponentially. Older adults are more vulnerable to opioids yet are less likely to have their opioid use disorder (OUD) recognized and treated. The prevalence of geriatric syndromes is higher among older adults with OUD, yet there is limited attention on how improving current OUD treatment for older adults can address their complex care needs. A case-based workshop was presented at the 2023 Annual Meeting of the Society of General Internal Medicine to provide generalists with training, skills, and resources to care for aging adults with OUD through the lens of the Geriatrics 5 Ms framework. After an introductory background, workshop participants engaged in a 5-part mega-case designed to encourage discussion and empower participants to apply each of the 5 Ms to the care of older adults with OUD. Attendees rated the workshop highly in achieved learning objectives, quality, facilitation, and planned incorporation of learned knowledge to teaching, research, patient care, or administration. An interactive case-based workshop on applying the 5 Ms framework to the care of older adults with OUD is feasible, replicable, and may promote age-friendly care for this patient population.</p>","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"90-94"},"PeriodicalIF":1.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142113284","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}

{"title":"Enhancing trauma-informed care preparation through life story work.","authors":"Susan N Nathan, Olivia K Ahrendsen, Jennifer Moye","doi":"10.1080/02701960.2024.2412559","DOIUrl":"10.1080/02701960.2024.2412559","url":null,"abstract":"<p><p>Trauma experience is common and may impact health and health care experiences for older adults. As such, training in trauma-informed care (TIC) is essential for health professions trainees. In this paper, we describe the use of life-story work, in the form of the My Life, My Story (MLMS) program as one platform to enhance TIC competencies. Trainees (<i>N</i> = 74) who were physician (57.0%) and other health professions trainees who did MLMS interviews completed a post-experience survey about trauma disclosures and confidence in responding to these. During these interviews, 36.5% of the patients described a traumatic event and 56.8% described a stressful event, framed by the patient as \"ultimately positive\" - leading to resilience (42.6%) or \"ultimately negative\" - leading to negative life outcomes (29.5%), with other responses as not sure or ambivalent. Confidence in responding to trauma disclosures increased following participation in MLMS (t(df = 60) = 5.52, <i>p</i> < .001). Qualitative comments indicated that MLMS helped them recognize the various expressions of trauma and provided insights into possible responses to trauma disclosure, among other TIC competencies. About half (50.8%) of trainees expressed interest in additional resources or training in responding to trauma disclosures. In conclusion, life-story work and MLMS may be one tool to enhance TIC.</p>","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"95-105"},"PeriodicalIF":1.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12168048/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510171","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}

{"title":"Fellows as teachers: enhancing geriatrics fellows' teaching skills through direct observation and feedback.","authors":"Laura Belland, Ana Sofia Rivero Gutierrez, Helen M Fernandez, Ravishankar Ramaswamy","doi":"10.1080/02701960.2024.2395275","DOIUrl":"10.1080/02701960.2024.2395275","url":null,"abstract":"<p><p>Fellowship is a prime opportunity for sub-specialists to hone their teaching skills, however many fellowships lack formal teaching curricula. Existing curricula may not include supervision of fellows' teaching skills. We designed a Fellows as Teachers curriculum for geriatric medicine fellows that incorporates direct observation and feedback to improve their teaching skills. Based on a needs assessment, we implemented the program in the academic year 2021-2022 where fellows were observed in their teaching of third-year medical students. Fellows first participated in a Train the Trainer session, then were observed teaching a geriatrics skills session to medical students after which they received feedback from faculty and students. Fellows completed a survey rating the program's effectiveness in improving their teaching skills. Twenty fellows completed the needs assessment; the majority felt uncomfortable teaching a geriatrics assessment. Eighteen fellows taught at least one skills session; 36% found the program to be extremely helpful, 38% very helpful, and 28% somewhat helpful in improving their teaching skills. We successfully designed and implemented a Fellows as Teachers program consisting of a Train the Trainer session and formal observation with feedback for our geriatric medicine fellows. All fellows felt the curriculum was helpful in improving their teaching skills.</p>","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"106-118"},"PeriodicalIF":1.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142156310","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}

{"title":"Post-acute and long-term care: A practical and novel curriculum for medical students.","authors":"Kahli Zietlow, Carrie Braun, Leslie Dubin, Caroline Vitale, Thomas Bishop","doi":"10.1080/02701960.2024.2385662","DOIUrl":"10.1080/02701960.2024.2385662","url":null,"abstract":"<p><p>Most physicians will not practice in post-acute or long-term care (PALTC), yet many will care for older adults who transition across these settings. However, medical student education on PALTC is extremely limited. This is a pilot study of a curriculum on PALTC. The curriculum was developed by a geriatrician and social worker. Students participated in a case-based, didactic lecture with interactive components to learn about various care settings, then engaged in a small group exercise to evaluate a challenging transition of care scenario. 168 students participated in the lecture and 145 provided feedback (86.9%). On average, students scored a 1.8/5 (35%) on the pre-course knowledge assessment and 4.3/5 (86%) at the conclusion of the course. Qualitative feedback was analyzed thematically. Students reported positive sentiments regarding the clarity, relevance, engagement, and practicality of the session. Furthermore, students anticipated that the course would improve their own practice patterns and care of older adults. Students felt more empowered to work with interprofessional colleagues because of this course. Opportunities for improvement included a desire for more interactivity and additional reference resources. The course was well-received; students indicated that it would positively influence their practice patterns. This course structure is both highly practical and replicable.</p>","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"75-81"},"PeriodicalIF":1.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141789360","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}