TY - JOUR
T1 - What we learned through asking about evidence
T2 - A model for interdisciplinary student engagement
AU - Finlay, Jessica M.
AU - Davila, Heather W
AU - Whipple, Mary O.
AU - McCreedy, Ellen M.
AU - Jutkowitz, Eric
AU - Jensen, Anne
AU - Kane, Rosalie A
N1 - Publisher Copyright:
© 2019, © 2019 Taylor & Francis Group, LLC.
PY - 2019/1/2
Y1 - 2019/1/2
N2 - Traditional university learning modalities of lectures and examinations do not prepare students fully for the evolving and complex world of gerontology and geriatrics. Students involved in more active, self-directed learning can develop a wider breadth of knowledge and perform better on practical examinations. This article describes the Evidence in Aging (EIA) study as a model of active learning with the aim of preparing students to be effective interdisciplinary researchers, educators, and leaders in aging. We focus particularly on the experiences and reflections of graduate students who collaborated with faculty mentors on study design, data collection, and analysis. Students acquired new methodological skills, gained exposure to diverse disciplines, built interdisciplinary understanding, and cultivated professional development. The EIA study is a model for innovative student engagement and collaboration, interactive learning, and critical scholarly development. Lessons learned can be applied to a range of collaborative research projects in gerontology and geriatrics education.
AB - Traditional university learning modalities of lectures and examinations do not prepare students fully for the evolving and complex world of gerontology and geriatrics. Students involved in more active, self-directed learning can develop a wider breadth of knowledge and perform better on practical examinations. This article describes the Evidence in Aging (EIA) study as a model of active learning with the aim of preparing students to be effective interdisciplinary researchers, educators, and leaders in aging. We focus particularly on the experiences and reflections of graduate students who collaborated with faculty mentors on study design, data collection, and analysis. Students acquired new methodological skills, gained exposure to diverse disciplines, built interdisciplinary understanding, and cultivated professional development. The EIA study is a model for innovative student engagement and collaboration, interactive learning, and critical scholarly development. Lessons learned can be applied to a range of collaborative research projects in gerontology and geriatrics education.
KW - Graduate training
KW - active learning
KW - gerontology students
KW - interdisciplinary collaboration
KW - professional development
KW - research in aging
UR - http://www.scopus.com/inward/record.url?scp=85060253663&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85060253663&partnerID=8YFLogxK
U2 - 10.1080/02701960.2018.1428578
DO - 10.1080/02701960.2018.1428578
M3 - Article
C2 - 29364792
AN - SCOPUS:85060253663
SN - 0270-1960
VL - 40
SP - 90
EP - 104
JO - Gerontology and Geriatrics Education
JF - Gerontology and Geriatrics Education
IS - 1
ER -