This volume addresses the extraordinary need to educate personnel at all levels in gerontology and geriatric medicine and in the design and delivery of health and social services. The historical development of gerontology and geriatric medicine and education issues are carefully considered with recommendations for curriculum design. The authors offer state of the art discussions on both gerontology and geriatrics, with implications for future research. The chapters, written by seminal figures in the field, address the critical need for well trained faculty and other professionals to: educate new and existing faculty and other professionals, educate researches to accelerate scientific knowledge, provide courses for all students that address life-span/life/cycle development and related materials, provide discipline specific courses on aging, and much more.
Author(s): Harvey L. Sterns, Marie A. Bernard
Edition: 1
Year: 2008
Language: English
Pages: 208
Contents......Page 6
About the Volume Editors......Page 10
Contributors......Page 11
Forthcoming......Page 13
Previous Volumes in the Series......Page 15
Acknowledgments......Page 16
Section I: Evolution of Gerontology and Geriatrics Education......Page 18
1 The Evolution of Gerontology Education Over Three Decades: Reflections and Prospects......Page 20
Auspicious Beginnings: Gerontology as a Growth Industry......Page 21
Essential or Endearing: Who Needs a Gerontologist?......Page 23
Gerontology Leadership in the Making......Page 26
Workforce Needs in the Future......Page 30
Why Is Retooling for an Aging America Important?......Page 31
What Were the Recommendations of the IOM Committee?......Page 35
Where Do We Go From Here?......Page 41
3 The Challenges to the Continued Health of Geriatrics in the United States......Page 44
Geriatric Care......Page 46
Medical Student Education......Page 49
Subspecialty Residents in Geriatric Medicine and Geriatric Psychiatry......Page 52
Academic Faculty......Page 54
Future History......Page 57
4 Global Aging and Gerontology Education: The International Mandate......Page 62
Global Aging: The Need for Education About Aging......Page 64
Growth of Gerontology Education Around the World......Page 65
Need for Cross-National Perspectives Within Gerontology Education......Page 69
Models for International Education About Aging......Page 70
Summary......Page 74
Section II: Ethics and Cultural Issues in Gerontology......Page 76
Rationale......Page 78
Actors......Page 80
Contexts......Page 82
Content......Page 84
Resources......Page 86
Conclusion......Page 87
6 Social Policy in Gerontology and Geriatrics Education......Page 90
The Potential Scope of Education in Social Policy and Aging......Page 91
Resources for Students and Teachers......Page 92
Concepts and Perspectives in Teaching Social Policies......Page 97
Historical Background of Cultural Diversity Education in Geriatrics and Gerontology......Page 110
Current Curriculum and Instruction in Ethnogerontology and Ethnogeriatrics......Page 114
Major Resources for Ethnogerontology and Ethnogeriatrics Education......Page 117
Conclusion......Page 123
8 Lifelong Learning in Aging Societies: Emerging Paradigms......Page 128
Why Education of Older Learners?......Page 130
Exemplary Programs......Page 133
Cognitive Gymnastics, Brain-Maintaining Arts, and Physical Culture......Page 138
Forecasting the Future......Page 140
Section III: Approaches to Gerontology Education and Application......Page 146
9 Bridging the Academic/Practice Gap in Gerontology and Geriatrics: Mapping a Route to Mutual Success......Page 148
The Aging Network Is From Mars and Higher Education Is From Venus: Barriers to Successful Partnership Activities......Page 149
Higher Education Activities With the Aging Network: Formal Educational Programs......Page 152
Continuing Education Programs......Page 154
Research Activities......Page 156
Field Placements/Service Learning/Mentoring......Page 158
Involvement With Academic Programs......Page 159
Joint Program Development......Page 160
Overview of Aging Network/Higher Education Activities......Page 161
Conclusion......Page 163
10 A Philosophical Foundation for Multimedia Design in Gerontology and Geriatrics......Page 166
Multimedia Learning......Page 167
Methods......Page 169
Mayer’s Principles......Page 172
Conclusion......Page 173
Background......Page 182
Rationale and Goals of Training Community Health Professionals in Geriatrics......Page 185
Key Geriatric Training Programs for Community Health Professionals......Page 191
Training Programs, Methods, and Clinical Settings......Page 195
Curriculum......Page 197
Conclusion......Page 199
12 Education About Special Aging Populations: Intellectually Disabled, Incarcerated, and Non-English-Speaking......Page 202
Aging With Intellectual and Developmental Disabilities......Page 203
Aging While Incarcerated......Page 214
Aging in the United States Without Speaking English......Page 221
Commonalities in Special Populations......Page 226
C......Page 234
E......Page 235
G......Page 236
J......Page 238
R......Page 239
W......Page 240
