Geriatric Education in the Health Professions: Are We Making Progress?
Purpose: Relative to the overall population, older adults consume a disproportionally large percentage of health care resources. Despite advocacy and efforts initiated more than 30 years ago, the number of providers with specialized training in geriatrics is still not commensurate with the growing p...
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| Veröffentlicht in: | The Gerontologist 2012-10, Vol.52 (5), p.607-618 |
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| container_title | The Gerontologist |
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| creator | Bardach, Shoshana H Rowles, Graham D |
| description | Purpose: Relative to the overall population, older adults consume a disproportionally large percentage of health care resources. Despite advocacy and efforts initiated more than 30 years ago, the number of providers with specialized training in geriatrics is still not commensurate with the growing population of older adults. This contribution provides a contemporary update on the status of geriatric education and explores how geriatric coverage is valued, how geriatric competence is defined, and how students are evaluated for geriatric competencies. Design and Methods: Semi-structured interviews were conducted with curriculum representatives from 7 health profession disciplines in a case study of one academic medical center. Findings: Geriatric training varies across health professions' disciplines. Although participants recognized the unique needs of older patients and valued geriatric coverage, they identified shortage of time in packed curricula, lack of geriatrics-trained educators, absence of financial incentive, and low student demand (resulting from limited exposure to older adults and gerontological stereotyping) as barriers to improving geriatric training. Implications: Progress in including geriatric training within curricula across the health professions continues to lag behind need as a result of the continuing presence of barriers identified several decades ago. There remains an urgent need for institutional commitment to enhance geriatric education as a component of health professions curricula. |
| doi_str_mv | 10.1093/geront/gns006 |
| format | Article |
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Despite advocacy and efforts initiated more than 30 years ago, the number of providers with specialized training in geriatrics is still not commensurate with the growing population of older adults. This contribution provides a contemporary update on the status of geriatric education and explores how geriatric coverage is valued, how geriatric competence is defined, and how students are evaluated for geriatric competencies. Design and Methods: Semi-structured interviews were conducted with curriculum representatives from 7 health profession disciplines in a case study of one academic medical center. Findings: Geriatric training varies across health professions' disciplines. Although participants recognized the unique needs of older patients and valued geriatric coverage, they identified shortage of time in packed curricula, lack of geriatrics-trained educators, absence of financial incentive, and low student demand (resulting from limited exposure to older adults and gerontological stereotyping) as barriers to improving geriatric training. Implications: Progress in including geriatric training within curricula across the health professions continues to lag behind need as a result of the continuing presence of barriers identified several decades ago. There remains an urgent need for institutional commitment to enhance geriatric education as a component of health professions curricula.</description><identifier>ISSN: 0016-9013</identifier><identifier>EISSN: 1758-5341</identifier><identifier>DOI: 10.1093/geront/gns006</identifier><identifier>PMID: 22394495</identifier><identifier>CODEN: GRNTA3</identifier><language>eng</language><publisher>United States: Oxford University Press</publisher><subject>Academic Medical Centers ; Adult ; Aged ; Allied Health Occupations Education ; Barriers ; Case Studies ; Commitments ; Competence ; Curricula ; Curriculum ; Educational Improvement ; Elderly ; Faculty ; Female ; Forum ; Geriatrics ; Geriatrics - education ; Geriatrics - trends ; Gerontology ; Health Care Services ; Health education ; Health Occupations ; Health Occupations - education ; Health Occupations - trends ; Health Professions ; Health Services ; Humans ; Incentives ; Interviews as Topic ; Male ; Medical Education ; Older Adults ; Older people ; Patients ; Professional Competence ; Professions ; Semi Structured Interviews ; Stereotypes ; Structured Interviews ; Students ; Teachers ; Training ; United States</subject><ispartof>The Gerontologist, 2012-10, Vol.52 (5), p.607-618</ispartof><rights>Copyright Oxford University Press, UK Oct 2012</rights><rights>The Author 2012. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. 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Although participants recognized the unique needs of older patients and valued geriatric coverage, they identified shortage of time in packed curricula, lack of geriatrics-trained educators, absence of financial incentive, and low student demand (resulting from limited exposure to older adults and gerontological stereotyping) as barriers to improving geriatric training. Implications: Progress in including geriatric training within curricula across the health professions continues to lag behind need as a result of the continuing presence of barriers identified several decades ago. 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Although participants recognized the unique needs of older patients and valued geriatric coverage, they identified shortage of time in packed curricula, lack of geriatrics-trained educators, absence of financial incentive, and low student demand (resulting from limited exposure to older adults and gerontological stereotyping) as barriers to improving geriatric training. Implications: Progress in including geriatric training within curricula across the health professions continues to lag behind need as a result of the continuing presence of barriers identified several decades ago. There remains an urgent need for institutional commitment to enhance geriatric education as a component of health professions curricula.</abstract><cop>United States</cop><pub>Oxford University Press</pub><pmid>22394495</pmid><doi>10.1093/geront/gns006</doi><tpages>12</tpages><oa>free_for_read</oa></addata></record> |
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| ispartof | The Gerontologist, 2012-10, Vol.52 (5), p.607-618 |
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| language | eng |
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| source | MEDLINE; Sociological Abstracts; Oxford University Press Journals All Titles (1996-Current); Alma/SFX Local Collection |
| subjects | Academic Medical Centers Adult Aged Allied Health Occupations Education Barriers Case Studies Commitments Competence Curricula Curriculum Educational Improvement Elderly Faculty Female Forum Geriatrics Geriatrics - education Geriatrics - trends Gerontology Health Care Services Health education Health Occupations Health Occupations - education Health Occupations - trends Health Professions Health Services Humans Incentives Interviews as Topic Male Medical Education Older Adults Older people Patients Professional Competence Professions Semi Structured Interviews Stereotypes Structured Interviews Students Teachers Training United States |
| title | Geriatric Education in the Health Professions: Are We Making Progress? |
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