Clinical Education in Geriatrics Innovative and Trusted Approaches Leading Workforce Transformation in Making Health Care More Age-Friendly

This book highlights both recent innovations in professional health curricula and continuing education and interventions aimed at improving student attitudes towards geriatrics and aging. The contributors cover areas including simulation, online training, and standardized patients for evaluation, but also emphasize the important end-result of clinical training: to take care of real older adults outside the classroom. Importantly, this underscores the development of powerful learning experiences of students by sensitizing them to the frameworks of palliative care, cancer care, sexuality, and aging research, all of which serves as a powerful catalyst for creating a ‘pipeline’ of students who embrace aging as a central theme of their future work.As increased training in geriatrics is required to attune the health care workforce to the needs of older adults, this book will be of interest to those seeking to create a more age-friendly healthcare curriculum. This book was originally published as a special issue of the Gerontology & Geriatrics Education journal.

Foreword – Clinical Education in Geriatrics: Innovative and Trusted Approaches Leading Workforce Transformation in Making Health Care More Age-FriendlyThomas V. Caprio1. A problem-based learning curriculum in geriatrics for medical studentsMamata Yanamadala, Victoria S. Kaprielian, Colleen O’Connor Grochowski, Tiffany Reed, and Mitchell Tod Heflin2. The development and evaluation of mini-GEMs – short, focused, online e-learning videos in geriatric medicineMark J. Garside, James M. Fisher, Adrian G. Blundell, and Adam L. Gordon3. Resident learning across the full range of core competencies through a transitions of care curriculumJuliessa M. Pavon, Sandro O. Pinheiro, and Gwendolen T. Buhr4. Development and preliminary evaluation of the resident coordinated-transitional care (RCTraC) program: A sustainable option for transitional care educationElizabeth Chapman, Alexis Eastman, Andrea Gilmore-Bykovskyi, Bennett Vogelman, and Amy Jo Kind5. Geriatrics fellowship training and the role of geriatricians in older adult cancer care: A survey of geriatrics fellowship directorsRonald J. Maggiore, Kathryn E. Callahan, Janet A. Tooze, Ira R. Parker, Tina Hsu, and Heidi D. Klepin6. Geriatric education utilizing a palliative care frameworkBeverly Lunsford and Laurie Posey7. Improving health care student attitudes toward older adults through educational interventions: A systematic reviewLinda Ross, Paul Jennings, and Brett Williams8. Effect of short-term research training programs on medical students’ attitudes toward agingDilip V. Jeste, Julie Avanzino, Colin A. Depp, Maja Gawronska, Xin Tu, Daniel D. Sewell, and Steven F. Huege9. Medical students’ reflections of a posthospital discharge patient visitLinda Pang, Reena Karani, and Sara M. Bradley10. Medical student reflections on geriatrics: Moral distress, empathy, ethics and end of lifeMary E. Camp, Haekyung Jeon-Slaughter, Anne E Johnson, and John Z Sadler11. Addressing sexual health in geriatrics educationMark Brennan-Ing, Liz Seidel, Pam Ansell, Barrie L. Raik, Debra Greenberg, Catherine Nicastri, Jennifer Breznay, Stephen E. Karpiak, and Ronald D. Adelman

Judith L. Howe is a Professor of Geriatrics and Palliative Medicine at the Icahn School of Medicine at Mount Sinai, New York City, USA, and the Editor-in-Chief of Gerontology and Geriatrics Education. She has directed a number of interprofessional education and training programs and has served in national leadership positions in the field of gerontological education.Thomas V. Caprio is a Professor of Medicine, Geriatrics, Dentistry, Clinical Nursing, and Public Health Sciences at the University of Rochester Medical Center in Rochester, NY, USA. He serves as director of the Finger Lakes Geriatric Education Center and is the Associate Editor for Clinical Education in Geriatrics for Gerontology and Geriatrics Education.