Geropsychology training at the doctoral level: a program evaluation case example.

While the older adult population continues to grow, psychologists specializing in geropsychology remain a small fraction of the workforce. Facing this reality, it is essential for training programs to better monitor whether their students receive adequate training to serve older adults. The current study describes a brief, logistically feasible, and cost-effective program evaluation conducted within one APA-accredited clinical psychology doctoral program. The evaluation consisted of an online survey of doctoral students (n = 99) that explored their field training experiences with older adults, coursework related to aging, and their overall interest in working with older adults. Students reported significantly less coursework and significantly less field work focused on serving older adults when compared to other age groups. However, students reported a high level of interest in learning about aging, with a total of 73.74% of participants (n = 73) reporting at least some current interest. A number of institutional actions resulted from this evaluation, which demonstrate how a brief evaluation can yield data that is practically useful. This case example provides a useful model for others to follow, and may support other institutions' efforts to evaluate, monitor, and make potential improvements to aging-related training in their own programs.

Training in Aging as a Diversity Factor: Education, Knowledge, and Attitudes Amongst Psychology Doctoral Students.

The population of older adults is growing rapidly and there will be an increased need for psychological services for this population. Current estimates indicate a significant workforce gap such that all psychologists, regardless of specialty area, will likely be called upon to work with older adults. Education and experience in the care of older adults has been consistently connected with improved competence and interest in working with this population. Further, the APA requires that training programmes adequately cover aspects of individual diversity, though age-related education and training may be largely lacking and/or minimally addressed. The present study explores age-related training within a sample of psychology doctoral students. Participants (n = 85) consisted of doctoral trainees recruited via email (listserv) to complete an anonymous online survey as part of a larger study. Results indicate that (1) training in aging varies and is inadequate in some programmes; (2) knowledge in aging varies and is associated with training opportunities; (3) training in aging is less than training in race/ ethnic diversity; and (4) attitudes toward older clients are most strongly predicted by extent of training in aging. The authors offer suggestions for expanding age-related aspects into generalist training.

Evaluating the Working With Older Adults Scale With Clinical Psychology Doctoral Students.

BACKGROUND AND OBJECTIVES: The ongoing workforce shortage in geropsychology requires continued efforts to understand the factors that influence whether or not students choose to enter this field. The current study builds on prior research by replicating the Working with Older Adults Scale (WOAS) model. Further, the scale was expanded to add professional attitudes, adultist concerns, and number of known professionals in the field of aging. RESEARCH DESIGN AND METHODS: Graduate students in clinical psychology (n = 117) completed the WOAS and new items as part of a larger survey of graduate students in an American Psychological Association-accredited doctoral program. Structural equation modeling was used to first replicate the existing WOAS model and then expanded to include new antecedents in a second model. RESULTS: Results were largely similar to past research validating the WOAS, with the exception that Perceived Behavioral Control was not a significant predictor of Intention in this population. In the expanded model, new items improved the overall model fit and exhibited significant indirect paths to predict intention to work with older adults. DISCUSSION AND IMPLICATIONS: These findings further validate use of the WOAS and expand scholarly understanding of the factors influencing the choice of a career in aging. Individuals positioned to encourage careers in aging may wish to address adultist concerns, explore attitudes about such careers, challenge unhelpful assumptions, and provide greater exposure and access to mentors in the field as part of recruitment efforts.

Working with Older Adults Scale: Application of the Theory of Planned Behavior.

BACKGROUND AND OBJECTIVES: The expanding population of older adults in the United States, coupled with provider hesitance to work with this population, is expected to result in a large service gap, particularly in the health care field. Research on provider hesitancy has largely focused on the impact of attitudes toward older adults and professional competency, with some recent explorations of social influences. There is currently no comprehensive measure that includes all of these areas. RESEARCH DESIGN AND METHODS: The present study outlines the development of the Working with Older Adults Scale (WOAS), which is grounded in the theory of planned behavior as applied to working with older adults. The WOAS is composed of 20 items, rated on a 7-point Likert scale, that make up four subscales: (i) Attitude, (ii) Subjective Norm, (iii) Perceived Behavioral Control, and (iv) Intention. RESULTS: Results indicated that, for the young adult college student sample it was developed with, the measure has an excellent factor structure and good internal reliability and construct validity. Consistent with the theory of planned behavior model, intention to work with older adults was significantly predicted by attitudes, subjective norm, and perceived behavioral control. Subjective norm accounted for the greatest amount of variance. Further analyses revealed differential effects of age, gender, and experience on the WOAS subscales. DISCUSSION AND IMPLICATIONS: The WOAS, and underlying theory, offers new insights and ideas for future exploration of the service gap between older adults' needs and professional availability across health service fields.

A patient-led educational program on Tourette Syndrome: impact and implications for patient-centered medical education.

BACKGROUND: Graduate medical education about Tourette Syndrome does not typically focus on understanding the perspectives and perceptions of individuals with the condition. PURPOSES: Explore the impact of patient-centered, patient-led education programs on participant knowledge and empathy for patients. METHODS: Seventy-nine medical residents and students at five training sites in New Jersey attended patient-led presentations. Results were obtained using a pretest-posttest design assessing physician empathy, using the 10 perspective-taking items from the Jefferson Scale of Empathy. Additional understanding of residents' experience was obtained by analyzing participant generated reaction statements. RESULTS: A factorial ANOVA (pretest, Posttest × Gender × Specialty) revealed a significant increase (p < .05) from total pre-presentation scores to total post-presentation scores indicating that participants endorsed a more empathic view following the patient-led presentation. Participant statements revealed themes concordant with the practice of patient-centered medicine. CONCLUSIONS: Providing patient-led educational presentations to medical residents can increase physician empathy, increase knowledge of Tourette Syndrome, and support the advancement of patient-centered medical education.