Journal article
What we learned through asking about evidence: A model for interdisciplinary student engagement
Gerontology & geriatrics education, Vol.40(1), pp.90-104
01/01/2019
DOI: 10.1080/02701960.2018.1428578
PMCID: PMC6057849
PMID: 29364792
Abstract
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.
Details
- Title: Subtitle
- What we learned through asking about evidence: A model for interdisciplinary student engagement
- Creators
- Jessica M. Finlay - University of MinnesotaHeather Davila - University of MinnesotaMary O. Whipple - University of MinnesotaEllen M. McCreedy - Brown UniversityEric Jutkowitz - Brown UniversityAnne Jensen - University of MinnesotaRosalie A. Kane - University of Minnesota
- Resource Type
- Journal article
- Publication Details
- Gerontology & geriatrics education, Vol.40(1), pp.90-104
- Publisher
- Taylor & Francis
- DOI
- 10.1080/02701960.2018.1428578
- PMID
- 29364792
- PMCID
- PMC6057849
- ISSN
- 0270-1960
- eISSN
- 1545-3847
- Number of pages
- 15
- Grant note
- University of Minnesota Graduate School; University of Minnesota System F31NR016614 / NATIONAL INSTITUTE OF NURSING RESEARCH; United States Department of Health & Human Services; National Institutes of Health (NIH) - USA; NIH National Institute of Nursing Research (NINR)
- Language
- English
- Date published
- 01/01/2019
- Academic Unit
- Internal Medicine
- Record Identifier
- 9984359769702771
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