Middle, High School and Undergrad
Introduction to Geriatrics Recruitment: Opportunities and Challenges
Geriatrics Recruitment in the Context of the Formal, Informal and Hidden Curriculums
Where to Focus Geriatrics Recruitment Efforts
References
One of the main reported reasons people decide to become physicians is that they want to help people and make a positive difference in the lives of their patients and families. Geriatric medicine is one of the specialties that most emphasizes personal and sustained relationships with patients and families.1 Geriatric medicine has the potential to meet a major goal of prospective physicians, one that leads to career satisfaction and fulfillment.
The data support this: In a 2002 survey, geriatrics was ranked first in job satisfaction among physicians.2 But even though geriatricians report high career satisfaction and the field meets some initial career objectives of prospective physicians, the number of geriatricians remains low and is currently declining. In fact, there are many barriers to choosing a career in geriatric medicine.
- The earning potential of geriatricians is the lowest of all medical specialties.3
- Throughout the course of medical school, many students receive the impression that geriatrics is a field that is not respected by other physicians.
- Too often, residency programs reinforce the stereotype of older patients as unmanageable or difficult because residents only meet hospitalized elders who are, by definition, among the most ill and frail.
- Medical trainees often encounter positive geriatrician role models too late in their training, after their career choices have been made.
Since 2004 about 10% of each year’s graduating class of medical students who choose a residency in internal medicine or family medicine have indicated an interest in pursuing geriatrics.4 But residency programs seem to deter many potential geriatricians: In internal medicine, of the 2,638 residents who took the IM-ITE, only 1.3% indicated they were planning to pursue a career in geriatrics.5 These numbers point to opportunities as well as challenges. There is a larger potential pool of students and residents interested in geriatrics than many are aware of. But to encourage and sustain their interest, geriatrics must be a respected, valued career choice for doctors.
The Institute of Medicine’s April 2008 report, Retooling for an Aging America: Building the Health Care Workforce,6 acknowledges that "as the population of older adults grows to comprise approximately 20 percent of the U.S. population, they will face a health care workforce that is too small and critically unprepared to meet their health needs." If aging Americans are to continue to stay in the best health possible, bold initiatives designed to "boost recruitment and retention of geriatric specialists and health care aides" are needed. According to the report, "Geriatric specialists are needed in all professions not only for their clinical expertise, but also because they will be responsible to train the entire workforce in geriatric principles."
Geriatrics Recruitment in the Context of the Formal, Informal, and Hidden Curriculums
Given the uneven incentives for pursuing a career in geriatric medicine cited above, it is important for those charged with recruiting into geriatrics to understand the multiple points at which students can be influenced in their career choices. What leads to trainees’ waning interest in geriatrics as they progress through their medical training can be considered in the context of what Hafferty 7, 8 has conceptualized as the formal, informal, and hidden curriculums within medical education.
The Formal Curriculum is the group of explicit goals and objectives for a specific set of skills that students need to master to become a physician. The extent to which geriatrics is included in the formal curriculum for medical trainees varies widely. The Hartford CoEs and the Donald W. Reynolds Foundation Aging and Quality of Life grant programs are making considerable progress in integrating geriatrics into the formal curriculum for medical students and residents. Some examples of CoE formal curriculum for medical students are highlighted in this manual. These educational activities can provide a valuable means of geriatrics recruitment by exposing trainees to positive role models and clinical experiences that help to dispel common misconceptions about caring for older adults and to reinforce the unrecognized positive aspects of working in geriatrics.
Underlying the formal curriculum is the Informal Curriculum— the unscripted, predominantly ad hoc, and highly interpersonal form of teaching and learning that takes place among and between faculty, fellows, residents, and students. It usually occurs outside of formal learning environments. The informal curriculum is communicated primarily through role models, and deeply influences trainees’ values, professional identities, and career choices.
Many CoE recruitment efforts have focused on communicating the positive aspects of geriatrics through the informal curriculum, not only to trainees but to faculty and medical school administrators as well. Some of these approaches are described in this manual.
The Hidden Curriculum is defined as a set of influences that function at the level of organizational structure and culture. It is what the leaders of the institution most value. There are four components to the hidden curriculum:7,8,9
- Institutional polices
- Evaluation activities
- Resource allocation
- Institutional "slang"
The hidden curriculum impacts both the formal and informal curriculums. Medical school leaders have objectives for the institution that lead to an emphasis on what is taught and valued. For example, when a new initiative in a medical school is announced, there are undertones to that announcement that convey what is valued. Leaders may offer incentives to those who help to meet these objectives.
Negative attitudes about the field of geriatrics are often communicated to trainees by medical school faculty and leaders. As a result, an important strategy to recruiting and retaining trainees in geriatrics has been to increase nongeriatrics faculties’ appreciation of geriatrics as a discipline. Further, when geriatrics is integrated into all four years of a medical school curriculum or is a required rotation for residents, the message is that the field is valued by the institution at large. As noted, many CoE activities are focused on increasing geriatrics training throughout the medical school curriculum. These efforts can influence the hidden curriculum as well as the formal and informal curriculum, all of which have the potential to enhance recruitment of trainees to geriatrics.
Where to Focus Geriatrics Recruitment Efforts
Geriatric medicine professionals who are assigned the task of recruiting the next generation of geriatricians need to keep the formal, informal, and hidden curriculums in mind as they develop recruitment efforts. They should seek opportunities to increase awareness of the hidden curriculum among faculty, students, and trainees, and make the case for geriatrics. For example, they can:
- Join the admissions committee. Geriatrics faculty can identify and support premedical students who already show an interest in geriatrics prior to medical school admission. The other committee members will in turn know to alert geriatrics faculty when they read a student statement indicating an interest in geriatrics. The geriatrics faculty can also advocate for premedical students with geriatrics interest during the selection process.
- Speak with the Dean of Admissions about the growing older adult population and the critical need to identify and support students with an interest in geriatrics.
- Join faculty committees such as the medical education committee. The interaction with faculty in other specialties raises awareness about and increases the stature of geriatrics, and offers opportunities to influence the school’s hidden curriculum. For example, when a student mentions to another committee member his/her interest in caring for older adults, the committee member will refer the student to the geriatrics faculty member. Having geriatrics faculty on the medical education committee also enables geriatrics teaching to be infused throughout different aspects of the medical school curriculum and enables the other medical specialties to see the value added aspect of geriatrics.
- Join the internship selection committee. This can enable the geriatrics faculty to identify and support medical students who already show an interest in geriatrics. The geriatrics faculty is also present at the rank list meeting to act as an advocate for students who show an interest in geriatrics.
- Meet with the local internal medicine and family medicine program directors and offer to give lectures in geriatrics or allow their residents to rotate through the geriatrics program.
- Be aware of the possibility of “losing” students at the transition points between levels of training. There are four main transition points for promoting positive models of geriatrics and recruiting students. Approaches to each of these are included in this manual.
- Premedical to Medical School
Connect early on with students who demonstrate an interest in geriatrics and foster that interest. Make sure that the geriatrics program is visible to applicants as an important and attractive feature of the medical school. - Preclinical to Clinical Years
Provide opportunities for students to have exposure to geriatrics throughout the first and second years of medical school, e.g., encourage students to apply for the Medical Student Training in Aging Research (MSTAR) Program. Remain in contact with and foster these students throughout all of their clinical rotations. This leads to good will about geriatrics that students communicate to their peers. - Medical School to Internship
This may be the most critical transition, during which promising students in geriatrics may fall through the cracks due to competing priorities and the challenges of internship. Help students through the internship application process by listening to them discuss their specialty choice, reading their essays, and writing letters of recommendation. When students receive their match, provide them with the geriatrics faculty contacts at their residency program, and contact the geriatrics faculty to alert them that the student is entering a residency at their school. - Residency to Fellowship
Support residents throughout their clinical rotations by listening to their concerns about taking care of patients, providing positive exposure to the care of older patients, and helping them choose a fellowship.
References
1. Cravens, DD, Campbell, JD. Mehr, DR. Why geriatrics? Academic geriatricians’ perceptions of the positive, attractive aspects of geriatrics. Family Medicine 2000;32(1):34-41.
2. Leigh, JP, Kravitz, RL, Schembri, M, et al. Physician career satisfaction across specialties. Arch Intern Med 2002;162:1577-1584.
3. Association of Director of Geriatric Academic Programs Status of Geriatrics Workforce Study. Training and Practice Update. May 2008. www.americangeriatrics.org/adgap/adgapTandP_update.pdf. Accessed August 15, 2008.
4. Association of American Medical Colleges. 2006 Medical School Graduation Questionnaire. http://www.aamc.org/data/gq/allschoolsreports/2006.pdf. Accessed August 15, 2008.
5. West, CP, Popkave, C, Schultz, HJ, et al. Changes in career decisions of internal medicine residents during training. Ann Intern Med. 2006;145:774-779.
6. Institute of Medicine Committee on the Future Health Care Workforce for Older Americans. Retooling for an Aging America: Building the Health Care Workforce. April 2008. www.iom.edu/agingamerica. Accessed August 15, 2008.
7. Hafferty, FW. Beyond curriculum reform: confronting medicine's hidden curriculum. Acad Med. 1998 Apr;73(4):403-7.
8. Hafferty, FW, Franks, R. The hidden curriculum, ethics teaching, and the structure of medical education. Acad Med. 1994 Nov;69(11):861-71.
9. Suchman, AL, Williamson, PR, Litzelman, DK, et al. Toward an informal curriculum that teaches professionalism: Transforming the social environment of a medical school. J Gen Intern Med 2004;19 501-504.
How to Use the Network Resource Center
Positively Aging® Curriculum for Middle School Students and High School Students
at the University of Texas Health Science Center at San Antonio
| SUMMARY |
| Target Audience Middle school and high school students (some curriculum materials are also available for younger grades) Purpose Program History Operating Costs Outcomes Available Materials For More Information |
Program Overview
The Positively Aging® program was created to infuse aging concepts and information into the primary and secondary school curriculum. During adolescence, children are changing physically, socially, emotionally, and intellectually. These years offer an opportune time to help students develop positive lifestyle habits that will enhance the quality of their lives as they age.
The goals of this multidisciplinary health science curriculum are to:
- provide teachers with innovative, effective teaching materials that center on scientific discovery and math
- help students learn to make critical, life-determining decisions that will promote good health throughout their lives
- help students develop an enduring interest in scientific research and medical careers, particularly in aging-related fields
- help students develop sensitivity to the needs and concerns of the aging population.
Program Operations
Curriculum Development through Teacher-Scientist Collaboration
Primary and secondary school teachers from the San Antonio area and scientists from UT San Antonio collaborate to create engaging interdisciplinary lessons and learning activities based on the Gerontologic and Health Sciences, using current biomedical research. Lessons are continually updated.
The Positively Aging® materials are written by teachers for teachers. Teachers who develop these materials attend an interactive, six-week summer seminar where teachers have vital interactions with practicing scientists. As a team they become “translators” of health science information, bringing high-level research to students in a format that engages learners and meets different instructional needs.
Student Activities and Curriculum Dissemination
The curriculum currently consists of 346 activities designed to gradually move students toward a more future-oriented and empathetic mind set toward aging. The curriculum encourages student involvement in cross-generational relationships and family research.
The student activities are available for free at http://teachhealthk-12.uthscsa.edu. The website also features teacher and student resources, slide presentations, conference and publication abstracts, teacher and student comments, pre- and post-test information, other evaluation strategies, and concept maps.
The program materials are also shared with educators through local, regional, state, national, and international conferences, workshops, and presentations. Over the years, other organizations have sought permission to use these materials in their work, including universities, museums, departments of education, health periodicals, councils on aging, and senior centers.
Staffing Requirements
The project maintains a staff of nine at the University of Texas Health Science Center at San Antonio:
- the principal investigator
- a full-time project director
- two full-time educational specialists
- a full-time research associate
- a full-time graphic artist
- a full-time programmer analyst
- a full-time administrator
- a part-time statistician.
In addition, 20 teacher-affiliates research and write curriculum, implement activities, conduct pre- and post-tests of materials, network within their school districts, and present their work at local and state educational venues.
Program Costs and Funding Sources
The project’s annual budget is $500,000 (based on 2007). The National Institutes of Health is the primary funding source. The Science Education Partnership Award (Grant # R25 RR 18549) from the National Center for Research Resources and the National Institute on Aging provides over half of the funding. The Minority K-12 Initiative for Teachers and Students (Grant # R25 HL 75777) from the National Heart, Lung, and Blood Institute provides the remainder of the funding.
Periodic community and local family foundation supplemental funding has enhanced the project’s ability to include more teachers in the project, provide professional development opportunities for teachers, and provide workshop supplies.
Process and Outcomes Data
As of 2007, 314 educators have participated in the program as curriculum writers or workshop participants. Most of these were teachers of science or language arts at the middle school level. Over 65 San Antonio NIH-funded researchers have volunteered their time to work with teachers in the development of curricular pieces.
Teacher feedback has been overwhelmingly positive. Teachers are excited to learn how to incorporate health and aging topics into their subjects.
Cooperating scientists have found elements from the curricular materials to be useful in educating medical, nursing, dental, and allied health students regarding patient education and interactions, as well as in delivering aspects of health science course content.
As of 2008, 14 articles about the program have been published or are in press in peer-reviewed journals. (See Available Materials). The papers include two controlled trials of the Positively Aging® project in public schools.
Implementation Lessons
- It takes persistence and face-to-face conversations to build the necessary relationships to maintain a project of this scope. The cooperation of teachers, principals, and school district personnel is necessary to meet goals.
- It is crucial to involve campus Institutionnal Review Board (IRB) personnel in decisions regarding study design and data collection in order to evaluate the curriculum’s effectiveness.
- All of the project personnel need to share leadership and assume multiple roles. Regularly scheduled meetings of the core project team are essential.
- Collaborative and reciprocal networking with local scientists is imperative in educating teachers, informing curriculum content, accessing research documents, and observing laboratory practices.
- Gaining complete acceptance by the state educational community is an ongoing task, as administrative personnel, educational goals, and political agendas change. Educational priorities may vary from school district to school district and over time. Aligning with state-mandated curricular expectations is necessary but cannot dictate the unique content of the teaching materials.
- Pre- and post-testing with cooperating teachers requires additional coaching, mentoring, and monitoring. As teachers become more experienced with this aspect of the project, they become more independent investigators.
- Website development and maintenance requires: a team with content, design, construction and maintenance expertise; consistent curriculum formatting; relevant teacher updates; access to additional project opportunities and teacher resources; and responsiveness to teacher/user insights. The project’s flexibility in providing discussion boards and calendar information for various users provides an invaluable communication opportunity.
Available Materials
Tools/Resources
- List of Publications from the Positively Aging® Program 1997-2007
- Characteristics of Participants in the Positively Aging® Program 1998-2007
- Anecdotal Comments from Teachers and Students Using the Positively Aging® Materials
Website
For More Information
Michael Lichtenstein, MD, MSc
Professor, Department of Medicine
University of Texas Health Science Center at San Antonio
7703 Floyd Curl Drive, MSC 7891
San Antonio, TX 78229-3900
(210) 617-5237
lichtenstei@uthscsa.edu
Year-long Freshman Course on Frontiers in Human Aging: Biomedical, Social, and Policy Perspectives
at the University of California, Los Angeles
| SUMMARY |
| Target Audience All entering undergraduate freshmen Purpose Program History Operating Costs Outcomes Available Materials For More Information |
Program Overview
The phenomenal increase in life expectancy has made aging a major issue that UCLA recognizes as deserving attention in the general education (GE) of undergraduates. The year-long Frontiers in Human Aging course is one of the innovative “clusters” UCLA has created to focus on “compelling, complex phenomena.” Rather than presenting aging as a distinct specialty area, the cluster approach makes aging an intrinsic part of the undergraduate general curriculum, not only an elective. It presents an alternative model of gerontological and geriatric education to help students view the lifelong process of aging from psychological, sociological, and policy perspectives.
The goals of the Frontiers in Human Aging course are to involve students in a stimulating multidisciplinary exploration of the challenging and timely topic of aging and to introduce them to career opportunities in geriatrics and gerontology.
The UCLA Multicampus Program in Geriatric Medicine and Gerontology (MPGMG) seized the opportunity to introduce aging to undergraduates when it submitted a proposal in 1999 to the College of Letters and Science to add a course on aging to the Freshman “cluster” series. The innovative Frontiers in Human Aging: Biomedical, Social, and Policy Perspectives cluster, open to all entering freshmen, began in 2000 with 80 students. It now averages 180 freshman students from a variety of majors. Approximately 1,040 students have completed the cluster, which has the lowest drop-rate of any cluster. This is an indication that freshmen students are indeed interested in the topic of aging.
Program Operations
The General Education (GE) Cluster Program aims to:
- increase understanding of the interdisciplinary nature of major complex phenomena
- strengthen writing and oral communication skills
- develop critical, interpretive, and analytical skills from information in the media and scientific literature.
Specific learning objectives of the Frontiers in Aging program are to:
- illustrate the interdisciplinary relationship between the biological foundation of aging and psychological and social constructs, and the policy implications of these phenomena
- gain understanding of the science of gerontology and geriatrics and the evolving knowledge base
- explore diversity in human aging across the life course
- become sensitized to principles of successful and intergenerational aging
- appreciate continuity of aging over the life span within a socio-historical context
- view aging within various cultures through literature, art, and the media
- facilitate “hands-on” and virtual learning experiences in aging
- introduce viable career opportunities in gerontology and geriatrics.
A learner-centered approach relates aging to a young student body through a truly interdisciplinary approach across campus schools and departments.
During Fall and Winter quarters, students attend two lectures weekly for the presentation of key concepts and content. These lectures are linked to weekly two-hour small-group discussion sections led by teaching fellows, where the course material is examined in depth and integrated with various types of written assignments to enhance writing skills.
Highlights of the course include:
- an elder-interview project
- film review to link class content with the popular media
- structured debates on timely controversial topics
- a career panel to provide students with the opportunity to explore the multitude of career paths that are linked to the aging population.
During the Winter quarter, students complete 20 hours of structured “Service Learning” at various organizations that serve the ethnically-diverse older Los Angeles community. Examples include a “Cyber-Cafe” for seniors and an intergenerational day care center.
A broad spectrum of small-group seminars are offered in the Spring quarter, allowing close interaction among students and faculty. The culminating student project is a library research paper on a topic of their choice
Staffing Requirements
Staffing requirements include three faculty, four teaching fellows, a Service Learning Coordinator, and an additional seminar leader each year. The teaching fellows are doctoral students from the departments of the teaching faculty and provide half-time support for the full academic year.
Program Costs and Funding Sources
The College of Letters and Science (“the College”) provides approximately $175,000 annually, covering student materials, faculty release time, and stipends for the teaching fellows. A special fund was established to cover the purchase of curricular materials and learning aids for students. The University provides direct support and incentives for faculty to encourage their participation in the cluster program. The Vice Chancellor of the College negotiated “release time” (equal to one course) with the dean or chair of each cluster faculty’s department. The teaching fellows receive additional reimbursement and enhanced learning opportunities for their own preparation as future faculty members. The College provides other campus resources, which include consultation with a designated member of the English Department to help develop skills in teaching writing within the clusters, and librarians to train students and teaching teams in information literacy skills.
Process and Outcomes Data
The Frontiers in Human Aging: Biomedical, Social and Policy Perspectives cluster began in 2000 with 80 students. It now averages 180 freshman students from a variety of majors. Approximately 1,040 students have completed the cluster, which has the lowest drop-rate of any cluster. This is an indication that freshmen students are indeed interested in the topic of aging.
This course has dramatically increased the number of undergraduates introduced to the field of aging and thus has increased the possibilities for their entering careers in geriatrics and gerontology. In addition, 25 doctoral teaching fellows have been trained in this innovative, interdisciplinary method of teaching and have now gone on to faculty positions in the field of aging.
In 2002-2003, the UCLA cluster administrative team, in collaboration with cluster faculty and members of the Office of Undergraduate Evaluation and Research, prepared a Self-Review Report of the entire Freshman Cluster Program from 1998-2003 (see Available Materials). The results are based on a year-end survey of students, interviews with participating faculty, and focus groups with teaching fellows.
Implementation Lessons
- The College initiated the development of clusters in different topics; the geriatrics/gerontology program suggested to the Vice Provost that one be in aging. It is recommended that geriatric medicine and gerontology programs look for and initiate opportunities to link with colleges in order to provide broad aging education within general education. The idea was presented to the appropriate people, and then a proposal was tailored to fit their needs, since they were already moving in interdisciplinary ways.
Available Materials
Tools/Resources
Websites
- Link to additional course materials: www.sscnet.ucla.edu/07F/ge80a-1/
- Library Research Homepage (references, how to write an aging-related research paper) www.library.ucla.edu/libraries/college/ge/cluster80/index.htm
For More Information
JoAnn Damron-Rodriguez, PhD, MSW
Adjunct Full Professor
School of Public Affairs/Social Welfare
University of California, Los Angeles
Box 951656, 3250 Public Affairs Bldg
Los Angeles, CA 90095-1656
(310) 206-3233/Campus Extension: x63233
jdamron@ucla.edu
or
Rita B. Effros, Ph.D.
Professor of Public Policy
David Geffen School of Medicine
University of California, Los Angeles
Center for Health Sciences
Box 951732, 1P-245 CHS
Los Angeles, CA 90095-1732
(310) 825-0748
reffros@mednet.ucla.edu
The Pennsylvania Governor’s School for Health Care Geriatrics Concentration for High School Students
at the University of Pittsburgh School of Medicine
| SUMMARY |
| Target Audience High-school juniors Purpose Program History Operating Costs Outcomes Available Materials For More Information |
Program Overview
The Pennsylvania Governor's School for Health Care was started in 1991 and is the only Governor’s program jointly funded by the Departments of Health and Education. It is a five-week residential program held in June and July for 110 academically talented high school juniors from across the state who are interested in learning more about health care and health care careers. Each enrolls in one of four areas of concentration, including geriatrics. The program for geriatrics focuses on the health care delivery system, the importance of geriatric primary care and multidisciplinary teams, and how to serve as a community advocate to address the health care needs of Pennsylvania’s rural, urban, and underserved regions.
To encourage students to consider careers in geriatrics and gerontology, the University of Pittsburgh School of Medicine’s Division of Geriatric Medicine and the University of Pittsburgh Institute on Aging partner with the Governor’s School to expand students’ knowledge of issues affecting the health of today’s aging population through a Concentration in Geriatrics course.
The primary goals of this course are to:
- transmit a sense of the value, relevance, and rewarding nature of work in aging
- develop insights into the experience of aging or caring for an aging loved one
- learn about health care teams and roles
- learn how clinical services and research complement each other
Program Operations
Academically talented high school students who are juniors at the time of the application deadline may apply to the Governor's School for Health Care. Applicants are asked to demonstrate academic achievement, especially in the sciences, an interest or potential in health care, and a record of leadership and service activities.
Over the course of the five-week program, faculty members from the Division of Geriatrics and other affiliated specialties offer an in-depth look into the field of geriatrics through a variety of 90-minute, interactive, case-based sessions that include topics such as:
- successful aging and health promotion for older adults
- disability in aging
- memory problems and dementia
- movement problems (falls and difficulty walking)
- chronic pain
- mood disorders
- sensory disorders involving vision and hearing
- multidisciplinary teams
- community programs for older adults.
Students also have opportunities to:
- visit with older adults
- interview and shadow health care professionals
- visit clinical and research settings.
Staffing Requirements
The administrative coordinator spends approximately 200 hours per year in planning, scheduling, coordinating, attending classes, and evaluating the program. Clinical and research faculty volunteer their time. The faculty spends approximately 30 hours each year on course preparation and delivery of the program.
Program Costs and Funding Sources
The faculty offers the program as a voluntary activity. The cost for the administrative support is estimated to be $6,500.
The Commonwealth of Pennsylvania provides tuition, room, board, instructional materials. and curricular activities for all participants. The Division of Geriatic Medicine and the University of Pittsburgh Institute on Aging cover the faculty and staff costs associated with the Concentration in Geriatrics course.
Process and Outcomes Data
Between 28-30 students participate in the geriatric concentration. There are fifteen 90-minute sessions each year.
In addition to attending lectures by the faculty, the students do site visits and have an opportunity to interact with older adults in home, community-based, and institutional settings. These site visits have the most positive impact on the students in considering geriatrics as a career option.
Pre- and post-program evaluations as well as evaluations after each session are conducted by the staff coordinator. Students gain a better understanding of the aging process and the need for communication and collaboration between older adults, families, health professionals, and community service agencies in both service and research efforts. Students are not tracked in terms of career choices, so any information on geriatrics as a career choice is anecdotal.
Implementation Lessons
- Know your audience—survey students before the program starts to find out what they know and what they would like to know.
- Keep in mind that, in addition to a large age gap between staff and students, students at this level also have a limited amount of basic science knowledge, and little to no medical knowledge.
- Bringing in older adults to discuss their health issues and dealings with health care and the health care system is a great way to "bring everything home."
Available Materials
Tools/Resources
Web site
- The Governor's School website: www.aging.upmc.com/educators/education/high-school.htm
For More Information
Neil M. Resnick, MD
Professor of Medicine
Chief, Division of Geriatric Medicine
University of Pittsburgh School of Medicine
Director, University of Pittsburgh Institute on Aging
Kaufmann Medical Building, Suite 500
3471 Fifth Avenue
Pittsburgh, PA 15213
(412) 692-2364
kimee@dom.pitt.edu
