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A pedagogical strategy addressing an unmet need: Making the biology of aging an accessible part of interdisciplinary gerontology education
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.
Evaluation of interprofessional health care team communication simulation in geriatric palliative care
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.
An interprofessional team simulation exercise about a complex geriatric patient
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.
The rural interdisciplinary team training program: a workforce development workshop to increase geriatrics knowledge and skills for rural providers
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.
Developing an Age-Friendly University (AFU) audit: A pilot study
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.
Health professions education: Advancing geriatrics and gerontology competencies through Age-Friendly University (AFU) Principles
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.
Becoming an Age-Friendly University (AFU): Integrating a retirement community on campus
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. Challenges inherent in leadership, awareness, classroom dynamics, and ageism are also explored alongside opportunities that an AFU approach brings in light of such challenges.
Becoming and being an Age-Friendly University (AFU): Strategic considerations and practical implications
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.
Coalition building to create an Age-Friendly University (AFU)
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.
Age Well Planner
The National Council on Aging created an Age Well Planner for older adults and family members to complete regarding the health and well being of aging adults. The planner includes a personalized assessment for individuals to complete depending on their role. At the completion of the assessment, individualized resources are provided to the individual based on three categories: finance, Medicare, health and wellness.