Resource Center

This article published in Gerontology & Geriatrics Education uses the partnership of an Age-Friendly University (AFU), Lasell College, and an affiliated university-based retirement community (UBRC), Lasell Village, to illustrate how AFU principles can be implemented to extend older adults' access to various educational opportunities. Specially-designed programs such as Talk of Ages and Faculty Fellows are described.

This article published in Gerontology & Geriatrics Education proposes a conceptual framework for developing a strategy for change in an academic setting, and then illustrates how one university, the University of Rhode Island, has utilized it to move forward with becoming more "age friendly." Implications for continuing development consistent with Age-Friendly University (AFU) principles is discussed. The full article can be accessed with an OpenAthens account through your institution or with a Taylor & Francis Online account.

This article published in Gerontolgy & Geriatrics Education shares the story of one public university that became the first in its state to join the Age-Friendly University (AFU) global network. The article highlights several partnerships and programs that reflect the AFU principles and discuss how becoming an AFU helped to further strengthen university ties and is now providing a valuable framework for continued collaboration and coalition building. The article shares lessons from the efforts, including the challenges and benefits of being the first AFU in the state.

This article published in Gerontology & Geriatrics Education describes a study which explored whether enhancing and restructuring theoretical and clinical courses resulted in student nurses feeling better prepared to manage residents’ challenging behaviors and improve their levels of distress. The findings of this study indicated that students who felt less prepared experienced greater distress by residents’ behaviors than those who felt better prepared.

This article published in Gerontology & Geriatrics Education describes how formal educational training in physical activity promotion is relatively sparse throughout the medical education system. The authors describe an innovative clinical experience in physical activity directed at medical clinicians on a geriatrics rotation. The experience consists of a single 2 1/2 hour session, in which learners are partnered with geriatric patients engaged in a formal supervised exercise program. The learners are guided through an evidence-based exercise regimen tailored to functional status.

This article published in Gerontology & Geriatrics Education discusses a study which was aimed to assess undergraduate students’ perceptions of older adults over the semester in an interprofessional service-learning course that implemented a health promotion program called Bingocize® at community facilities for older adults. Students were surveyed at the beginning of the semester, at midterm, and at the conclusion of the course. Quantitative and qualitative data were collected to assess the students’ perceptions and experiences.

This article published in Gerontology & Geriatrics Education discusses how engaging gerontology students in research that hits “close-to-home” can have lasting benefits for them and their communities both professionally and personally. Since 2016, cohorts of undergraduate/certificate students in an online applied research in aging course have explored healthy aging in their Massachusetts’ (MA) communities.

This article published in Gerontology & Geriatrics Education discusses a curriculum which provides internal medicine residents with the opportunity to evaluate patients in their homes after they were discharged from the hospital to assess the alignment of the discharge plan with patients’ real-life circumstances.

This article published in Gerontology & Geriatrics Education describes how health policy experts called for increasing geriatric mental health competencies for all mental health providers, including within Veterans Health Administration (VHA), to address the alarming supply and demand gap for geropsychology expertise within the United States. The VHA Geriatrics Scholar Program (GSP) Psychology Track was developed because there were no commercially available trainings in geropsychology for licensed psychologists.

This article published in Gerontology & Geriatrics Education describes the curriculum for a resident training intervention in Primary Care Collaborative Memory Clinics (PCCMC), outlines its underlying educational principles, and examines its impact on residents’ ability to provide dementia care. PCCMCs are family physician-led interprofessional clinic teams that provide evidence-informed comprehensive assessment and management of memory concerns.