The magec fellowship experience: A model for personalized adult education in aging

Carole J. Kyllo; Robert L Kane

doi:10.1080/0360127960220106

The magec fellowship experience: A model for personalized adult education in aging

Carole J. Kyllo
, Robert L Kane

Health Policy and Management

Research output: Contribution to journal › Article › peer-review

Abstract

Faculty teaching in aging-related areas in a variety of disciplines participated in a yearlong training program designed to improve their knowledge and skills in topics related to aging and to increase their appreciation for how other disciplines address these topics. The disciplines involved included medicine, dentistry, nursing, social work, pharmacy, public health, psychology, sociology, physical therapy, occupational therapy, and public policy. The training, which covered 2 days each month, included didactic sessions and problem-oriented exercises. Participants were expected to function as teachers as well as learners. In addition, each trainee completed an educational or research project. The evaluations of the program were based on questionnaires completed after the end of each program year. There were good results for passive cognitive learning, slightly less good results for active cognitive learning, and mixed results for affective learning. Other indications of the program's success were seen in the establishment of four regional Geriatric Education Centers, the nucleus of each of which was the former fellows in the area, and the number of new projects and collaborations stimulated by the training ex perience.

Original language	English (US)
Pages (from-to)	53-68
Number of pages	16
Journal	Educational Gerontology
Volume	22
Issue number	1
DOIs	https://doi.org/10.1080/0360127960220106
State	Published - Jan 1 1996

Bibliographical note

Funding Information:
This work was supported by a grant from the Bureau of Health Professions. The statements contained herein are the authors' and do not necessarily reflect the views of the government. Address correspondence to Robert L. Kane, University of Minnesota, School of Public Health, Box 197 Mayo, 420 Delaware Street S.E., Minneapolis, MN 55455, USA.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

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title = "The magec fellowship experience: A model for personalized adult education in aging",

abstract = "Faculty teaching in aging-related areas in a variety of disciplines participated in a yearlong training program designed to improve their knowledge and skills in topics related to aging and to increase their appreciation for how other disciplines address these topics. The disciplines involved included medicine, dentistry, nursing, social work, pharmacy, public health, psychology, sociology, physical therapy, occupational therapy, and public policy. The training, which covered 2 days each month, included didactic sessions and problem-oriented exercises. Participants were expected to function as teachers as well as learners. In addition, each trainee completed an educational or research project. The evaluations of the program were based on questionnaires completed after the end of each program year. There were good results for passive cognitive learning, slightly less good results for active cognitive learning, and mixed results for affective learning. Other indications of the program's success were seen in the establishment of four regional Geriatric Education Centers, the nucleus of each of which was the former fellows in the area, and the number of new projects and collaborations stimulated by the training ex perience.",

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AB - Faculty teaching in aging-related areas in a variety of disciplines participated in a yearlong training program designed to improve their knowledge and skills in topics related to aging and to increase their appreciation for how other disciplines address these topics. The disciplines involved included medicine, dentistry, nursing, social work, pharmacy, public health, psychology, sociology, physical therapy, occupational therapy, and public policy. The training, which covered 2 days each month, included didactic sessions and problem-oriented exercises. Participants were expected to function as teachers as well as learners. In addition, each trainee completed an educational or research project. The evaluations of the program were based on questionnaires completed after the end of each program year. There were good results for passive cognitive learning, slightly less good results for active cognitive learning, and mixed results for affective learning. Other indications of the program's success were seen in the establishment of four regional Geriatric Education Centers, the nucleus of each of which was the former fellows in the area, and the number of new projects and collaborations stimulated by the training ex perience.

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The magec fellowship experience: A model for personalized adult education in aging

Abstract

Bibliographical note

UN SDGs

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