GERONTOLOGY & GERIATRICS EDUCATION最新文献

This scoping review aims to identify and summarize the content, duration, main outcomes, and benefits of educational interventions for fracture and fall prevention in community-dwelling older adults. Following JBI methodology and PRISMA guidelines, a comprehensive search was conducted in MEDLINE, Cochrane, JMED Plus J, EMBASE, and Igaku Chuo Zasshi for studies published in English and Japanese over the past ten years. Eligible studies included RCTs, quasi-experimental studies, observational studies, and systematic reviews. Twenty-eight studies were analyzed, with interventions delivered via lectures, personalized guidance, group discussions, peer education, and online platforms. Durations ranged from single sessions (30-90 min) to multi-week programs (1-12 weeks). While most studies improved fall prevention knowledge and behaviors, few assessed bone mineral density, and no significant changes were observed. Support from professionals, group discussion among participants, and peer educators may play a crucial role in the effectiveness of educational interventions. While many studies have implemented one-time lectures or training sessions, their long-term effects remain uncertain. Future research should focus on standardizing assessment methods, determining the optimal intervention duration, and integrating education with physical exercise and medical treatment to develop sustainable, evidence-based prevention programs.

Strategies to build a larger workforce of geriatric care providers are needed. One method to address the shortage of geriatric care providers is inter-group contact training to improve aging-related stereotypes among undergraduate nursing students, who are an important reserve for geriatric care. But studies on inter-group contact training for nursing students and nurses are limited. To explore the effects of inter-group contact training on aging-related stereotypes, inter-group anxiety, and willingness to engage in geriatric nursing. A pretest-posttest parallel randomized controlled trial, registration number: NCT06615219 (ClinicalTrials.gov). Nursing students were randomly assigned to experimental group (n = 66) and control group (n = 60). The experimental group received inter-group contact training, while the control group received regular training. The program lasted 12 weeks, and outcomes were assessed using t-tests and rank-sum tests. The experimental group demonstrated significantly lower scores on aging-related stereotypes and inter-group anxiety, as well as increased willingness to engage in geriatric care after the intervention. Inter-group contact training effectively improved stereotypes and anxiety, while increasing willingness to work in geriatric care. Further research and the development of inter-group contact courses tailored for healthcare professionals are recommended.

The growing population of older adults worldwide has raised concerns about the recruitment and retention of the workforce in age-related care. Based on this concern, the present work studies the intention to work with older adults in a Spanish sample of undergraduate students. An online questionnaire was administered to undergraduate students from different disciplines. A language adapted version of the Working with Older Adults Scale (WOAS) and the Big-Five Inventory 10-Item version were applied. Basic psychometrics were computed, together with EFA, CFA and multivariate statistics in order to know more about the relevance and relationships between the four WOAS subscales and their association with BFI personality domains. Moderate to strong relationships were found between WOAS subscales, in addition to significant correlations between the perceived behavioral control subscale and some personality traits. Nevertheless, only subjective norm and attitudes subscales contributed significantly to the intention to work with older adults. The current results replicate in Spanish students the previous findings about the role of perceived social approval on the intention to work with older adults. More research is needed on the role of intrapersonal factors.

As people live longer, most doctors will encounter increasing numbers of older patients. COVID-19 disrupted teaching across the globe. Our aim was to assess whether an Aged Care "Crash Course" is associated with improvements in self-assessed knowledge/ability and addresses gaps for medical students whose clinical experiences were disrupted by COVID-19. A 5-hour multidisciplinary aged care teaching session was designed for and delivered to mid-degree medical students. Lectorials and a workshop comprising "rotation stations" focussed on key topics in aged care. A voluntary, anonymous hard-copy survey was offered before/after the workshop. Amongst 24 attendees, 17 completed the "before" survey, 18 (75%) the "after" (76% female, mean age = 21.5 years). Common self-identified gaps pre-intervention included: physical examination skills, communicating with older patients/carers, delirium/dementia diagnosis/management, and managing medications. Median Likert scores (1-5) for self-assessed competence across key aged-care concepts all improved after the workshop (hand examination p = 0.03, all others p ≤ 0.001), with 1 to point increases in all. Asked if the workshop addressed gaps ("after"), 15/15 responding reported "yes." Key take-home messages commonly referenced the "5 Ps of delirium etiology," gait assessment and medication rationalisation/side-effects. Asked "what worked well," "rotation stations" and teaching quality commonly featured. This model could be replicated in other settings.

This scoping review explores Equity, Diversity, and Inclusion (EDI) initiatives within geriatric healthcare professional education, aiming to understand strategies, outcomes, and challenges. The aging global population necessitates healthcare systems that are culturally competent and inclusive, prompting a closer examination of educational interventions. Eight articles met inclusion criteria, predominantly utilizing qualitative and mixed-methods designs. Initiatives ranged from active learning to online simulations, targeting physicians and allied healthcare providers. Participants generally reported high satisfaction and improved attitudes toward diversity and inclusion post-training. Challenges such as resource constraints and curriculum updates were noted. Multidisciplinary training and technological advancements emerged as key strategies, alongside recommendations for enhanced resource allocation and inclusivity in content and faculty. The findings underscore the increased uptake and desire to integrate EDI principles into geriatric healthcare education to prepare professionals to provide equitable care to racial, ethnic, socioeconomic, and gender diverse older adults. This review provides valuable insights for educators and policymakers seeking to foster a culturally competent and inclusive healthcare workforce capable of meeting the evolving needs of aging populations worldwide.

The increasing diversity of the aging population in the United States underscores an urgent need for a more racially and ethnically diverse geriatric physician workforce. Recent statistics reveal a positive relationship between physician-patient racial concordance, life expectancy and health outcomes of Black Americans. Despite this need, Black physicians, as a subgroup, remain significantly underrepresented in geriatric medicine. In this paper, we submit that the ethnogeriatric imperative is a useful framework for developing strategies to increase the representation of Black geriatricians in the U.S. We offer strategies to accomplish this goal: enhancing mentorship and developing career pathways early on during the undergraduate, pre-medicine years. By acknowledging the existing challenges facing geriatrics, we can develop recruitment and retention interventions that move toward a more inclusive field, one that advances health equity.

The results of the cognitive examination from the Vietnamese Aging and Care Survey (VACS) showed the high prevalence of cognitive impairment among older Vietnamese immigrants in Houston, Texas. We proposed the Community-Engaged Dementia Education Program (CEDEP), evaluated the Vietnamese community's dementia literacy, and developed a linguistically and culturally tailored dementia one-pager. This study was the next step in implementing the one-pager and disseminating the importance of dementia literacy in collaboration between researchers, university students, and Vietnamese healthcare professionals. We trained bilingual Vietnamese pre-health students and offered free cognitive tests in Vietnamese at various health fairs to introduce the notion of cognitive health. Twenty-eight students assessed older Vietnamese cognition (N = 247) using the Vietnamese version of the Montreal Cognitive Assessment. The results showed an average of 22.4, indicating mild cognitive impairment. However, the community overwhelmingly responded positively to the assessment because memory issues were their major concern. The intergenerational exchange - older Vietnamese had their memory checked while the younger generation of students experienced real-world clinical assessments - facilitated their interaction, and benefited both parties. Improving the community's awareness and knowledge takes time and requires long-term commitment. Leveraging the dedication of Vietnamese healthcare professionals, this collaborative work needs to continue.

Diversity, equity, and inclusion (DEI) efforts in higher education seldom incorporate age-inclusive values, practices, and policies in intentional ways into ongoing programs. However, the need to advance age inclusivity across our colleges and universities has become a pressing issue for many reasons which call for extending DEI efforts. An important empirical step in this direction is identifying what students, faculty, and staff perceive about age inclusivity on their campuses. To this end, the present study conducted a qualitative analysis of responses to an open-ended question about age inclusivity by a national sample of 412 students, faculty, and staff. Four key themes emerged from their responses: 1) age inclusivity in higher education is a valuable initiative (40% of responses); 2) age inclusivity only works if enacted appropriately/thoughtfully (12%); 3) age inclusivity should not be a focus in higher education (26%); and 4) age inclusivity is an unfamiliar concept (12%). Other comments reinforced the existence of ageism on campuses. Findings from this study can help to inform why and how age-inclusive efforts can be better integrated into ongoing DEI campus efforts.

Negative perceptions of aging can form early in life and become difficult to change. Children are inundated with ageist messages through various sources and internalize those ideas without questioning them. Those who hold positive views of aging tend to be healthier, live longer, and engage more meaningfully and ethically with others. To promote such outcomes, children must be taught about aging early on. Teachers are positioned to do this work but must have the proper tools. The purpose of this project was to provide teachers with evidence-based educational materials related to aging and centenarians. We created a digital toolkit about aging and ageism with options for celebrating the 100th day of school in a way that reinforces academic content while supporting age-inclusivity. We used a mixed-methods approach to examine the feasibility of and gather feedback on the digital toolkit with 40 teachers and obtained a complete dataset from 25. Quantitative data were collected pre- and post-lesson implementation using the 12-item Expectations Regarding Aging Survey. Qualitative data were collected through open-ended survey questions and semi-structured interviews. Six teachers were observed. The data revealed a statistically significant improvement in expectations about aging (p < 0.05) and strong qualitative support for the digital toolkit.

The Resource Centers for Minority Aging Research (RCMAR) is a flagship education, training, and development program of the National Institute of Health (NIH), and the National Institute on Aging (NIA) focused on increasing the number and diversity of researchers in aging. We sought to assess the program's contributions to geriatric and gerontology education by examining the scientific productivity of 294 RCMAR scientists who received pilot funding from the program during the last complete grant cycle, 2018 to 2023. Across the 18 funded sites, the scientists obtained 53 NIH grants and 29 NIA-specific grants. They published 281 manuscripts, of which 141 were noted as direct outcomes of the pilot funding and support received through the program. Findings indicated that the RCMAR program in its last cycle succeeded in promoting education and scientific career development of researchers from diverse backgrounds and researchers focused on health disparities to conduct transdisciplinary social and behavioral aging research.