Who Cares: What Is The Future Landscape Of Geriatric And Gerontology Education

TL;DR

This paper explores the current and future state of geriatric and gerontology education, highlighting gaps and proposing solutions to better prepare professionals for an aging population.

Contribution

The paper identifies key barriers in geriatric education and proposes actionable recommendations to improve training and incentives for professionals working with older adults.

Findings

Fewer than 5% of physicians specialize in geriatrics, and only 20-25% of social work students take gerontology courses.

Half of MSW students show little interest in working with older adults after graduation.

Recommendations include baseline geriatric education for all practitioners and policy reforms to incentivize gerontology training.

Abstract

The need for advancements in geriatric and gerontology education has become increasingly vital. The current workforce has not kept pace with aging demographics. There is a low percentage of students choosing geriatrics as a specialty, with fewer than 5% of physicians specializing in this field (Kusmaul, 2023). Approximately 25% of BSW and 20% of MSW students have taken a course in gerontology. Adding to the issue is that nearly 50% of MSW students state that they have little or no interest in working with older adults after graduation (Cummings & Galambos, 2002). This poster examined the current landscape and future directions of medical and social service education regarding older adults. It stresses the importance of a critical look at gaps to equip future providers with the necessary skills and knowledge to address the complex needs of an aging population. This poster seeks to identify significant barriers, such as limited exposure to geriatric and gerontology training, underrepresentation of geriatric specialists, and a lack of funding and incentives for professionals working with an aging population. Proposed recommendations include all future practitioners having a baseline education in working with older adults, advocating for policy reforms to prioritize funding incentives (e.g.; scholarships, assistantships, internships) for students in the field. Overall, addressing these issues and implementing the recommended strategies, gerontology and geriatrics education can better prepare professionals not only to deliver high quality services for older adults but rather connect passion with their WHY of ultimately improving the lives of older adults.