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[Gerontologically oriented study programs in Germany : Critical review].

Eva-Marie Kessler1, Andreas Hoff2, Annette Franke3

  • 1MSB Medical School Berlin - Hochschule für Gesundheit und Medizin, Siemens Villa, Calandrellistr. 1-9, 12247, Berlin, Deutschland. eva-marie.kessler@medicalschool-berlin.de.

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The number of gerontology study programs in German higher education has grown, but many are shifting focus. New programs often integrate gerontological content into broader disciplines like social work and health sciences.

Keywords:
GerontologyOlder adultsTraining programsUniversitiesUniversities of applied sciences

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Area of Science:

  • Gerontology and Higher Education Studies
  • Educational Policy and Development

Background:

  • The German Society of Gerontology and Geriatrics established a "Gerontological Education" working group in 2015.
  • Analysis of gerontological study programs in German higher education was prompted by this new initiative.

Purpose of the Study:

  • To conduct a state-of-the-art analysis and critical reflection of gerontology programs in German higher education.
  • To identify trends and developments in gerontological education.

Main Methods:

  • A systematic review of gerontological study programs in Germany.
  • Analysis of program initiation, closure, and thematic shifts.

Main Results:

  • The number of gerontology-related study programs in Germany has increased over the past decade.
  • There is a dynamic landscape with program closures and new initiations, particularly at universities of applied sciences and private institutions.
  • A trend exists away from explicit gerontology programs towards integrated gerontological content within disciplines such as sociology, social work, psychology, and health sciences.

Conclusions:

  • The heterogeneity of gerontology programs necessitates a forum for discussion and quality benchmark development.
  • The working group "Gerontological Education" can serve as this forum for program leaders, students, alumni, and employers.
  • Further development of gerontological quality standards is crucial given the evolving educational landscape.