Impact of an Interdisciplinary Course on Aging for First-Year Students
Author Information
Author(s): Thomas Karuna, Picchiello Matthew, Morrow-Howell Nancy, Stark Susan, Carpenter Brian
Primary Institution: Washington University in St. Louis
Hypothesis
Does participation in an interdisciplinary course on aging improve students' attitudes towards aging and engagement in aging-related fields?
Conclusion
The study found that students who participated in the course had more positive attitudes towards aging and were more engaged in aging-related fields compared to those who did not participate.
Supporting Evidence
- Participants had significantly more positive attitudes towards aging at the end of the academic year compared to the control group.
- Participants had significantly fewer ageist beliefs at the end of the academic year compared to the control group.
- In the 5-year follow-up, students in the course reported more engagement in aging-related fields compared to the control group.
- 45.8% of former students found the course content relevant to their professional life.
- 57.6% of former students found the course content relevant to their personal lives.
Takeaway
Students who took a class about aging learned to think more positively about older people and got more involved in activities related to aging.
Methodology
The study involved surveys assessing attitudes towards aging and participation in aging-related activities, administered before and after the course, with follow-ups after five years.
Participant Demographics
First-year undergraduate students from Washington University in St. Louis.
Statistical Information
P-Value
p <.05
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
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