Learning Across Generations: The Dual Benefits of Intergenerational Mentoring for Students and Society

TL;DR

This study explores how intergenerational mentoring can improve students' understanding of aging and reduce ageism, while also influencing career choices in geriatrics.

Contribution

The study introduces intergenerational mentoring as a novel approach to address low interest in geriatrics and ageism among medical and social work students.

Findings

Only 14% of medical students expressed strong interest in geriatrics despite 87% believing they could learn from older adults.

Preliminary data show mixed attitudes among students about aging, including both optimism and anxiety.

Structured mentoring is proposed to shift these attitudes and enhance professional interest in aging-related careers.

Abstract

Despite efforts to encourage careers in aging, fewer than 1% of first-year medical fellows choose geriatrics, and only about 3% of master’s-level social work students enroll in an aging concentration. Intergenerational mentoring programs present a unique opportunity to foster meaningful student-older adult connections, enhance learning outcomes, and challenge societal ageism. Such programs are particularly valuable for medical and social work students, helping them develop empathy, cultural humility, and a deeper understanding of aging to provide effective, person-centered care. This study examines attitudes toward aging among medical (n = 192) and social work (n = 7) students before program implementation. Using a modified COCOA measurement tool (Hollar et al., 2011), the Geriatrics Attitudes Scale (Reuben et al., 1998), the Relational Aging Anxiety Scale (Gendron et al., 2020), and open-ended responses, students reflected on their perceptions of aging and working with older adults post-degree. Preliminary analysis of social work students’ open-ended questions reveals a range of perspectives, from optimism and aging as a source of wisdom to anxiety about physical decline and societal ageism. Among medical students, over 87% agreed they could learn from older adults, but only 14% expressed strong interest in geriatrics. While nearly 60% felt confident working with older adults, only 23% found it deeply fulfilling. Structured mentoring may shift these perspectives by offering experiential learning that challenges biases and enhances professional interest. Future analysis will assess post-program attitude shifts and their impact on aging-related career pathways.