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This article published in Gerontology and Geriatrics Education discusses medical student geriatrics education using community-based volunteer older persons, known as a Senior Mentor Program (SMP). Though these programs have been described and evaluated against curriculum objectives, the full breadth of students’ learning from SMPs has not been reported. This study conducted a qualitative study using content analysis of reflections of Year 2 medical students submitted during a single visit home-based SMP.

This is a reflection-on-practice describing how an orofacial pathology interprofessional education (IPE) initiative was designed and implemented for undergraduate students in the discipline of dentistry, oral health and medical laboratory science. Six interprofessional competencies were used to guide the construction of teaching and learning resources.

The recent adoption of gerontology competencies for undergraduate and graduate education emphasize a need for competency-based education. This article from Gerontology & Geriatrics Education describes the approach one program took to mapping and aligning courses to the newly adopted Association for Gerontology in Higher Education's (AGHE) competencies in an effort to clarify curriculum needs for a diverse student population, increase the measurability of objectives, and apply for Program of Merit status through AGHE.

This article published in Gerontology & Geriatrics Education details a fall prevention interprofessional education (IPE) activity that uses the CDC's Stopping Elderly Accidents, Death & Injuries (STEADI) initiative to prepare health sciences students to manage older adult falls. The full article can be accessed with an OpenAthens account through your institution or with a Taylor & Francis Online account.

This article published in Gerontology & Geriatrics Education shares 15 years of experience developing a pedagogical strategy that situates the biology of aging as an accessible part of interdisciplinary gerontology education for nonbiologists and biologists alike. The approach hinges on a four-pronged learning opportunity--four course offerings--that places high priority on exactitude with language and sees development of an attitude of precision with language as essential to intellectual growth.

This article published in Gerontology & Geriatrics Education describes an interprofessional education (IPE) simulation-based geriatric palliative care training that was developed to educate health professions students in team communication. The Interprofessional Education Collaborative (IPEC) competency-based framework was used to inform the training. An evaluation examined attitudes toward health care teams, self-efficacy in communication skills, interprofessional collaboration, and participant satisfaction with the training experience.

This article published in Gerontology & Geriatrics Education describes an interprofessional teamwork simulation exercise for medical, nursing, pharmacy, and social work students. The article describes the simulation, debriefing, and surveys conducted to assess learner satisfaction with the project. The full article can be accessed with an OpenAthens account through your institution or with a Taylor & Francis Online account.

This article published in Gerontology & Geriatrics Education describes the Rural Interdisciplinary Team Training (RITT) Program, a team-based educational component of the Veterans Health Administration (VHA) Office of Rural Health Geriatric Scholars Program. This report is an evaluation of the effect of the RITT Program on geriatrics knowledge and team development as well as successes in developing and implementing the quality improvement projects in 80 VHA rural outpatient clinics in 38 states.

This article published in Gerontology & Geriatrics Education describes how a research team developed and piloted an audit tool to examine the level of age-friendliness at an Age-Friendly University (AFU) -- the University of Massachusetts Boston. In the audit process, major themes emerged related to educational programming, accessibility, and inclusivity. The full article can be accessed with an OpenAthens account through your institution or with a Taylor & Francis Online account.

This article published in Gerontology & Geriatrics Education explains opportunities for health professions education programs to make a mark in Age-Friendly Univeristy (AFU) initiative. Specifically, key approaches are introduced for health professions education programs based on the Age Friendly University Global Network initiative and the Academy for Gerontology/Geriatrics in Higher Education Institutions (HEIs) that offer health professions education and have various options to establish and enhance student gerontology/geriatrics competence and confidence.