An Evolution of the Standards to Enhance Gerontological and Geriatric Education

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.

Can We Agree What Skilled Mindfulness-Based Teaching Looks Like? Lessons From Studying the MBI:TAC

Background The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) is a widely used tool for assessing fidelity in mindfulness-based program (MBP) research and training. It also supports MBP teacher reflective and skill development. MBI:TAC assessors review MBP teaching and rate the teaching on 6 domains. The MBI:TAC yields individual domain and overall scores, using 6 levels of competence. Although the MBI:TAC is widely used in MBP research and training, research is at an early stage. Objective We developed and tested a method of training MBI:TAC assessors to use the tool reliably and examined interrater reliability of the tool. Methods A total of 31 international senior MBP teachers were recruited to join an online training to build their skills in using the MBI:TAC. The training systematically and iteratively built familiarity and skills in assessing the 6 MBI:TAC domains. Qualitative and quantitative data on trainee’s experience of the training were gathered. Interrater reliability in using the tool was tested each week of the training. At the end of the training, interrater reliability was tested by asking trainees to individually assess videos that they had not previously seen. Their ratings were compared to benchmark assessments, which had been established via consensus agreement between 4 expert users of the MBI:TAC. Results The training was well received and appreciated, with some challenges experienced in applying the assessment methodology. Participants’ ratings became progressively more in line with one another and the benchmark ratings during the training. At the end, interrater reliability was high (ranging from 0.67 to 1.0). Conclusion It is possible for senior MBP trainers, coming from different regions in the world, to align toward common understandings of the elements of MBP teaching competence and program integrity. An assessor training methodology was tested, and the learning from this project has led to refinements for future delivery.

Meeting the Felt-Need of Married Couples: The Case of a Diocesan Family Planning Program

Drawing on the concept of program integrity, this paper assessed whether or not the Natural Family Planningprogram of a church organization met the felt-need for family planning of married couples as its intended clients.Program integrity is the practical concept that programs should be organizationally and structurally sound to meet theneeds of their intended recipients. It includes the five key elements of fidelity, dosage, reception, quality of serviceand program differentiation. Multiple focus group discussions were conducted with the service providers and marriedcouples to gather data on its objectives, processes and outcomes. Except for the element of fidelity to the program’sexplicit objectives and values, the data clearly and consistently suggest that, in the case under observation, theprogram did not adequately meet the felt-need of the married couples for family planning in terms of the fourelements of dosage, reception, quality of service delivery and program differentiation. Related to the five elements ofprogram integrity, implications to theory and pastoral practice were drawn and specific recommendations made toenhance processes and achieve desired outcomes.