scholarly journals An Evolution of the Standards to Enhance Gerontological and Geriatric Education

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 553-553
Author(s):  
Tamar Shovali ◽  
Karen Kopera-Frye ◽  
Joann Montepare
Keyword(s):  
Program Development ◽  
Interest Group ◽  
Core Competencies ◽  
Academic Program ◽  
Study Program ◽  
Program Integrity ◽  
Self Study ◽  
Geriatric Education ◽  
Standards And Guidelines ◽  
Development Committee

Abstract This presentation will focus on AGHE’s evolving discussions on gerontological and geriatric programming. The earliest discussion resulted in development of the first edition of the standards and guidelines for programs in 1989. In 2014, the AGHE Academic Program Development Committee (APDC) created new core competencies for gerontological education. Currently, members from both the AGHE APDC and Advancement Subcommittees are collaborating on revising the AGHE Standards and Guidelines (6th edition, 2015) to align with competencies. This presentation will discuss the new and improved version (draft available in November 2020). First, presenters will review points regarding how this update will aid in Accreditation for Gerontology Education Council and Program of Merit self-study program reviews. Secondly, the presenters will explain how the revision will increase gerontological education program integrity. Lastly, the presenters will explain how this update will be consistent with the trend across institutions utilizing these competencies in gerontological and geriatric education. Part of a symposium sponsored by the Geriatric Education Interest Group.

Using Strategies from Physical Training of Athletes to Develop Self-Study Programs for Veterinary Medical Students

2021 ◽  
pp. e20200120
Author(s):  
Sandra F. San Miguel ◽  
Mike Robertson ◽  
Lindley McDavid
Keyword(s):  
Medical Students ◽  
Physical Training ◽  
Collegiate Athletes ◽  
Well Being ◽  
First Year ◽  
Veterinary Students ◽  
Study Program ◽  
Self Study ◽  
Study Programs ◽  
Veterinary Medical Students

Veterinary medical students, similar to elite collegiate athletes, are developing strategies for learning new skills and for self-care to take their performance to the next level. As veterinary students learn to successfully navigate an information-dense, high-volume curriculum, many sacrifice wellness, leadership opportunities, extracurricular activities, and social interactions. Strategies from athletes’ physical training were used to design a self-study program for first-year veterinary medical students. Major considerations in program design were the characteristics of the human being, learning goals, and contextual constraints. The study program included a warm-up, study sessions, and a cooldown. The program was offered to first-year veterinary medical students at Purdue University’s College of Veterinary Medicine. Thirty-two students requested study programs and 21 completed surveys at the semester end. Results were analyzed quantitatively and by using an adapted conventional content analysis approach. Responses were organized into three main domains: reason for participation, program utility, and program satisfaction. Students shared that the most helpful aspects of the program were assisting with organization and time management, providing accountability, and reducing overwhelm by enhancing well-being and performance; they reported that these learned skills would support their well-being as future professionals. This article describes the experiences of one group of veterinary students at one college using these programs. The long-term goal is to develop a model program for all veterinary students to manage curricular demands while maintaining well-being.

Transformative Partnerships

2015 ◽  
pp. 74-82
Author(s):  
Sharon Smaldino ◽  
Lara Luetkehans
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Program Development ◽  
Professional Development School ◽  
Evolutionary Process ◽  
Academic Program ◽  
Critical Elements ◽  
The Impact ◽  
Transformative Partnerships

With all higher education educational endeavors there is a transformative element that enhances the progression forward in terms of academic program development. Teacher education is no exception to this aspect of the evolutionary process. The authors' story of that transformation and the impact of creative endeavors in teacher education offer a sense of moving beyond the traditional to the transformative in teacher education. Carter (1993) offers that the story can offer a perspective on our work and inform teacher education on the directions we might take to bring about improvement in our efforts to prepare educators for the future. The authors' story begins with a strong foundation and commitment to understanding the critical elements of successful partnerships. This foundation has served them for 15 years, and two distinct eras of partnership work that delineate the transformation. The authors explore each era: “The Professional Development School (PDS) Story” followed by “10 Years Later.”

scholarly journals AGEISM FIRST AID: AN ONLINE COURSE DESIGNED TO ADVANCE GERONTOLOGY AND COMBAT AGEISM WITHIN THE HELPING PROFESSIONS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S48-S48
Author(s):  
Laurinda Reynolds ◽  
Tina M Kruger ◽  
Rebekah Knight
Keyword(s):  
Cognitive Linguistics ◽  
Multidisciplinary Approach ◽  
First Aid ◽  
Academic Program ◽  
Online Course ◽  
Helping Professions ◽  
Course Content ◽  
Diverse Backgrounds ◽  
Development Committee ◽  
The Common

Abstract Ageism First Aid is an online course designed to combat ageism, advance Gerontology, and generate revenue for Gerontology programs and GSA/AGHE activities. The project was funded by a grant from the Retirement Research Foundation and sponsored by the AGHE Academic Program Development Committee. The AFA course content is informed by developmental, social, and cognitive psychology, sociocultural and cognitive linguistics, speech-language science, and geriatrics. The content cultivates ageism awareness by replacing the common misconceptions about aging that underlie ageism with facts. The content also cultivates cultural consciousness and uses concise common language accessible to learners of diverse backgrounds. During this symposium, participants will be introduced to the course content and explore the benefits of this multidisciplinary approach to curriculum development. The results summary of the AFA course pilot will be presented as evidence of the course efficacy. Participants will leave able to utilize AFA within their institutions and local Aging Networks.

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