Posthospital home visit as teaching tool for internal medicine residents
Advance care planning in medicare/medicaid-funded agencies: providing a training in cultural competence
Development and evolution of a two-day intensive resident experience in geriatric medicine
The geriatric certificate program: collaborative partnerships for building capacity for a competent workforce
Gerontology competencies: Construction, consensus and contribution
This article published in Gerontology & Geriatrics Education highlights the important efforts of the Academy for Gerontology in Higher Education (AGHE), its volunteer leadership, and the workgroup that led to the development of the first integrative "Gerontology Competencies for Undergraduate and Graduate Education" for the field. This article shares the mandate issued by the AGHE Executive Committee and GSA Council, and it describes the background, thought development, guiding framework and Delphi consensus process undertaken.
Integrating student-focused career planning into undergraduate gerontology programs
As global adult populations increase, university programs are well-positioned to produce an effective, gerontology-trained workforce. A gerontology curriculum comprehensively can offer students an aligned career development track that encourages them to: (a) learn more about themselves as a foundation for negotiating career paths; (b) develop and refine career skills; (c) participate in experiential learning experiences; and (d) complete competency-focused opportunities.
The use of personas in gerontological education
This undergraduate student project published in Gerontology & Geriatrics Education details the development of an innovative teaching tool and describes how Personas (fictional characters that are created through the amalgamation of physical, social, and psychological traits and have unique lived experiences) are used as part of an experiential learning assignment over the course of a semester. Student-generated Personas act to contextualize the broad course material, ranging from physical to mental health to environments to financial wellbeing in later life.
Improving undergraduate competence in multicultural gerontology practice with fresh pedagogies: A digital storytelling case example
Building on a student-led digital storytelling project, this article published in Gerontology & Geriatrics Education suggests that expanding definitions of two core constructs of social work education and practice, experiential learning and cultural competence, can improve outcomes for diverse older clients by increasing competence in multicultural gerontology practice. Beyond describing a one-semester digital storytelling project that occurred in an undergraduate gerontology practice course, the article shares findings from the project's evaluation.
Pursuing Age-Friendly University (AFU) principles at a major university: Lessons in grassroots organizing
This case study describes Michigan State University's AgeAlive program and its path from inception to a recognized program with a clear vision and strategic plan. Concrete goals include a complete inventory of aging-related activity on campus, a virtual hub for networking and information exchange, educational opportunities for students and elders, and building new retirement pathways. Michigan State's experience may benefit others interested in developing similar programs by offering strategies for moving forward amidst challenges inherent in large-scale, research-intensive institutions.
Intercultural gerontology curriculum: Principles and practice
This article published in Gerontology & Geriatrics Education presents findings from an exploratory study based primarily on interviews about intercultural gerontology curriculum with university-based stakeholders from Canada, the US, and Europe. Scaffolding learning, active learning strategies, experiential learning opportunities, teacher modeling, and internet-based learning are discussed as key to intercultural learning. An appendix includes a list of resources that may be useful to developing an intercultural gerontology curriculum.