What we learned through asking about evidence: A model for interdisciplinary student engagement

Area of Science:

• Gerontology and Geriatrics Education
• Interdisciplinary Research Training

Background:

• Traditional university lectures and exams inadequately prepare students for the complexities of aging research.
• Active, self-directed learning promotes broader knowledge and improved practical examination performance.

Purpose of the Study:

• To present the Evidence in Aging (EIA) study as a model for active learning in gerontology and geriatrics.
• To prepare graduate students for interdisciplinary roles as researchers, educators, and leaders in the field of aging.

Main Methods:

• Focus on graduate student experiences and reflections within the EIA study.
• Collaboration between students and faculty mentors on study design, data collection, and analysis.

Main Results:

• Students developed new methodological skills and gained exposure to diverse disciplines.
• Enhanced interdisciplinary understanding and professional development were cultivated.
• The EIA study demonstrated innovative student engagement and scholarly development.

Conclusions:

• The Evidence in Aging (EIA) study serves as a successful model for active, collaborative learning in aging research.
• Lessons learned can be applied to various collaborative research projects in gerontology and geriatrics education.