bluuebunny/crossref_metadata_2025_split huggingface dataset:
HAVING A SENSE OF PURPOSE IN LIFE AS A PROTECTIVE FACTOR FOR COGNITIVE DECLINE IN LATER ADULTHOOD
Authors: Kim Giyeon 
Published: December 2023

Abstract
The purpose of this symposium presentation is to discuss the role of having a sense of purpose in life in protecting against cognitive decline in later adulthood. The speaker presents recent findings on purpose in life as a protective factor for cognitive decline from a nationally representative sample of older adults. First, the speaker presents evidence that older adults with a purpose in life showed slower trajectories of cognitive decline during the 6-year period and that purpose in life was a significant moderator of age- and race/ethnicity-cognitive decline associations in later adulthood. Second, the speaker presents evidence that a significant moderating role of purpose in life in the relation of widowhood to total cognition and fluid intelligence, but not in the widowhood-crystallized intelligence relation and that the significant moderating role of purpose in life was found only for those who were female, White, and more educated. Lastly, the speaker discusses implications for research and practice, as well as directions for future research on educational programs to improve purpose in life among older adults from diverse backgrounds.
DEATH AND DYING EDUCATION IN US MEDICAL SCHOOLS: A SCOPING REVIEW
Authors: Patterson Logan , Decker Autumn , Weaver Raven , Bolkan Cory , King Angelique , Roman Anna 
Published: December 2023

Abstract
With an aging population, knowledge about death, dying, loss, grief, and end-of-life (EOL) care is an essential skill for most physicians. However, EOL education has been minimally incorporated into medical school curricula in the United States (U.S.); there is a significant need to better prepare medical students for the unique challenges of improving patient wellbeing at end-of-life. To understand how death and dying topics have been incorporated into U.S. medical school education, we conducted a systematic scoping review, using PRISMA guidelines, of published research on death education for medical students between 2010 through 2022. An initial search in EMBASE and PubMed yielded 3,443 citations; 265 articles met the initial inclusion criteria (e.g., research-based, EOL education specific), with 97 articles selected for full-text review. Overall, we found significant variation in the type and content of EOL training in U.S. medical schools. Using a competency-based medical education framework that reflects tangible knowledge, skills, and attitudes as a guide to ensure proper EOL training, a deductive coding approach yielded several themes including: reliance on brief, skills-based workshop interventions and limited longitudinal integration into curricula; general research on student attitudes and wellbeing; and an emphasis on needs assessments highlighting gaps in evidence-based EOL training interventions. Using these findings, we offer applied considerations for teaching EOL related skills in U.S. medical schools. In turn, this work contributes to the enhancement of health across the lifespan and might ultimately lead to a society where a “good death” is not an exception, but a reality.
DIGITAL AGEISM AND ITS IMPLICATIONS FOR OLDER ADULT INCLUSION
Authors: Chu Charlene 
Published: December 2023

Abstract
“Digital ageism” is a new form of ageism that is embedded into technology and AI systems. Building on the World Health Organization’s recently published policy brief entitled “Ageism in AI for Health”, our work draws attention to digital ageism referring to the nexus of ageism (discrimination or bias related to age) that is mediated and perpetuated by artificial intelligent (AI) systems and technologies. This paper presents a conceptual framework for identifying various cycles of injustice that perpetuate ageism into our digital spheres. This framework also identifies key contributors that need to be addressed in order to break these cycles. We present the results of a scoping literature review, informed by Arksey and O’Malley, to identify the mechanisms in which digital ageism can be introduced as demonstrated in the literature. This work contributes to foundational knowledge about age-related biases in AI and how they might be encoded or amplified in AI systems. This work sheds light on the need for ethical thinking and other approaches to better include older people, and ensure technology benefits the aging population.
LEVERAGING AN “ETHICAL BY DESIGN” APPROACH TO CREATE MORE INHERENTLY RESPONSIBLE TECHNOLOGY TO SUPPORT AGING
Authors: Boger Jennifer 
Published: December 2023

Abstract
Responsible technologies are technologies that appropriately support the needs, abilities, and values of the people using them. While many aspects of responsible technology are ubiquitous, there are a multitude of considerations that are specific to older adults. These age-related aspects must be properly understood and incorporated into the technology development and selection process if technology is to be inclusive of and useful to older adults. However, as many of these aspects are subjective, qualitative, and/or dynamic, developers often consider them to be too abstract, undefined, or difficult to address, resulting in their omission from the technology creation process. In this presentation we will discuss how we can leverage the concept of ‘Ethical by Design’ to drive the change in thinking and doing that is required to enable developers to engage with age-related concepts in technology design, development, and evaluation. Concepts such as user-centered design, values-based engineering, brave spaces, and co-creation will be presented as some of the ways we can directly access lived experiences and translate them into the creation of technologies that are more inclusive of older adults.
STRONGER TOGETHER: GLOBAL COMPARISONS OF THE USE OF CITIZEN SCIENCE TO CREATE AGE- AND DEMENTIA-FRIENDLY COMMUNITIES
Authors: Robitaille Annie , Campbell Kimberly , Garcia Linda 
Published: December 2023

Abstract
The active involvement of older people in the development of age-friendly environments has been strongly recommended. However, participatory methods with older adults remain underutilised even though older people may be more qualified to recommend what makes an age-friendly space. Using a citizen science approach in research involving older adults presents a key opportunity to have them be active participants and for researchers to obtain meaningful insight. Using this approach, older adults are viewed as co-designers. They are involved in the research process from beginning to end - research design, development of tools, data collection, analysis and knowledge dissemination. This symposium will highlight some of the work done in Canada, Australia and the United Kingdom to make communities more age-friendly using a citizen science approach. Special attention will be given to how the approach might be adapted to citizen scientists who live with dementia. After an introductory overview of the citizen science approach, the use of this method in studies including persons living with dementia and their care partners will be discussed, both in general terms and as an application to air travel. One of the presentations will also address the use of citizen science in examining population ageing and urbanization. Our symposium will conclude with a discussion of future policy, practice, and research direction.
ORGANIZATIONAL READINESS FOR A VIRTUAL REALITY TRAINING PROGRAM CALLED BE EPIC-VR
Authors: Savundranayagam Marie , Schumann Annette , Sagrak Adriana , Norris Grace , Chen Allison , Campos Jennifer , Orange Joseph 
Published: December 2023

Abstract
An essential first step to implementing virtual reality programming in home care and long-term care settings is to assess organizational readiness by determining factors that enhance the likelihood of its successful implementation. Be EPIC-VR is one such virtual reality program that supports dementia-specific, person-centered communication training for frontline healthcare workers. Guided by the Consolidated Framework for Implementation Research (CFIR), the current study aimed to identify factors influencing Be EPIC-VR’s implementation in home care and long-term care settings. Semi-structured interviews were conducted with nine managers from home care and long-term care settings in Canada. Transcripts from these interviews were analyzed using the Framework Analysis’ five-step ongoing, iterative process: familiarization, identifying a thematic framework, indexing, charting, and mapping/interpretation. Textual data were open-coded and organized deductively (using CFIR’s pre-set codes) and inductively (for emergent codes) into themes and subthemes. Four themes emerged as factors contributing to organizational readiness including 1) openness to virtual reality as a training tool, 2) staffing and training logistics, 3) organizational culture supporting staff development, and 4) external pressures for organizational sustainability. These findings will guide how the Be EPIC-VR implementation team collaborates with organizational decision makers to ensure that Be EPIC-VR is a good fit for those organizations, to prepare for its implementation, and to optimize the likelihood of success. The study findings offer valuable insights for researchers and practitioners working to implement new virtual reality interventions in home care and long-term care settings.
PRESIDENTIAL SYMPOSIUM: HIGHLIGHTING EMERGING PROFESSIONALS WHO BUILD BRIDGES, CATALYZE RESEARCH, AND EMPOWER ALL AGES
Authors: Morgan Brianna , Hu Rita , Smith Jacqui 
Published: December 2023

Abstract
There are many ways to carve a path forward in aging research, policy, and practice. Sometimes the career possibilities are overwhelming, leaving us unsure of how best to proceed. As aging professionals, we know that there is much to learn from those who have gone before us. Therefore, in the ESPO Presidential Symposium we highlight four emerging professionals who are trailblazing diverse and fulfilling career paths in aging by building bridges, catalyzing research, and empowering all ages. Speakers include Drs. Cal Halvorsen, Lindsay Kobayashi, Jamie Justice, and Glenna Brewster Glasgow. Dr. Jacqui Smith will serve as the discussant, synthesizing main findings, emphasizing positive outcomes, and exploring challenges. Starting with identifying the “So What?” of his career, Dr. Cal Halvorsen will explore how his practice roots in policy and advocacy led to his current approach of merging scholarly pursuits and public communication to make an impact beyond the walls of academia. Next, moving to cross-national aging research, Dr. Lindsay Kobayashi will discuss the opportunities and challenges of combining diverse cross-national cohorts to identify policy-relevant and context-specific modifiers of health risks for older adults. Next, Dr. Jamie Justice will focus on her career in translational geroscience and share a translational framework for aging outcomes trials. Finally, from an interdisciplinary approach to conducting research with families living with cognitive impairment in the US and the Caribbean, Dr. Glenna Brewster Glasgow will reflect on practical strategies to develop and maintain collaborative relationships with researchers and stakeholders locally, nationally, and internationally.
SKILLSETS FOR FUTURE-READY OLDER WORKERS: SKILLS GAPS AND LEARNING BARRIERS IN SINGAPORE
Authors: Seidmann Vered , Cao Yuanyuan , Liu Yuezhong , Ho Ringo , Khong W. H. Andy , Goh Dion , Theng Yin-Leng 
Published: December 2023

Abstract
Population ageing in Singapore is on a rapid rise as approximately 25% of Singaporeans will be aged 65 or over by 2030. The employment rate of older workers aged 55 and above rose from 24.3% in 2014 to 26.4% in 2021 (MOM , 2022). Older workers are at greater risk of skills mismatch. To enhance employability, governments, and international organizations explore appropriate responses to shifting skills, employability and training. This paper presents results of the qualitative phase in a two-year project that aimed to identify emerging skills, skills gaps, and training barriers among older persons in the Singaporean workforce and provide recommendations to policy makers to better support upskilling and reskilling among employees aged 55 and over. The project included 132 participants (29 age 45-54, 53 age &lt; 55, 35 managers and 15 training providers) from three sectors: Retail, Food Services, and Precision Engineering. The qualitative data revealed skills mismatch resulting from the implementation of technological innovation in daily tasks. Learning barriers among older workers included accessibility to training, mindset and attitudes towards reskilling, fear of technology and training applicability. Recommendations to policy makers included practical solutions to enhance accessibility to course lists and career coaches; identify opinion leaders among older workers and company managers; closer collaboration between employers (inhouse training) and training providers for better follow-up and needs assessments; and utilize Andragogy theory for training design.
PILOT TESTING OF NEWLY DEVELOPED OPEN EDUCATIONAL RESOURCES FOR AN AGING AND MENTAL HEALTH COURSE
Authors: McGee Jocelyn , Ambrose Madison , Wood Sinai , Zakrzewski Chris 
Published: December 2023

Abstract
The cost of secondary-level education is higher than ever in the United States. With the costs of tuition, housing, meal plans, and other necessary expenses, economically vulnerable students have difficulty locating affordable textbook options for their courses. In addition to finding affordable options, it is challenging to locate low-cost and credible up-to-date resources that best prepare students for the fields they wish to pursue after graduation. Furthermore, within these resources, the perspectives of diverse and underrepresented scholars are often overlooked. With an ever-increasing and diversifying United States, these areas need to be addressed within gerontological education to provide the best care for older populations. In this presentation, we detail our process of developing open education resources (OER) for an Aging and Mental Health course from a positive psychology framework integrating diverse perspectives and state of the art research, results from our first pilot test of the materials with a group of 25 students, and how we are going about adapting this course into an interactive Pressbook which will be available in the future at no-cost to the field.
PUBLIC HEALTH CURRICULUM: DEMENTIA CAREGIVING AS A PUBLIC HEALTH CHALLENGE AND OPPORTUNITY
Authors: Jackson Eva , Redd Tara , Johnson Elma , Bailey Dionne , Koffski Maya , Roberts Shelby , Gaugler Joseph 
Published: December 2023

Abstract
A new, free, one-hour, interactive, online module, Dementia Caregiving as a Public Health Challenge and Opportunity, is designed for public health students, educators and professionals. This course approaches caregiving for people with Alzheimer’s disease and other dementias from a population-based perspective , while remembering that these are the individual stories and lives of millions of people today. Dementia caregiving is a public health priority because of its prevalence; its profound influence on individuals, families, communities, and healthcare systems; and its disproportionate effects on subgroups of individuals. A number of public health actions can help to address the population effects of dementia caregiving. There remains a gap in public health curricula that features dementia and dementia caregiving, and this module represents an educational innovation to introduce key concepts in dementia caregiving for students and others. This module defines dementia caregiving, specifies why dementia caregiving is a public health issue, and reviews evidence-based programs for assisting dementia caregivers. Public health examples and case studies are used to support and assess learner understanding. This module was developed for the Alzheimer’s Association by the Emory Centers for Public Health Training and Technical Assistance with support from the Building our Largest Dementia Infrastructure (BOLD) Public Health Center of Excellence on Dementia Caregiving, and represents a novel strategy to elevate dementia caregiving as a matter of public health concern.
PUSHING BACK AGAINST AI: USING UNGRADING TO PROMOTE CRITICAL THINKING AND INTRINSIC MOTIVATION
Authors: Inker Jenny , MacDonald Catherine , Forder Michael , Arnette Shannon , Waters Leland 
Published: December 2023

Abstract
Ungrading is an innovative pedagogical practice in which instructors give frequent, detailed feedback on students’ work and/or encourage self-evaluation rather than assigning them points or letter grades. Ungrading has been shown to increase students’ intrinsic motivation to learn, their willingness to take intellectual risks, and the quality of their thinking. Prior to the introduction of advanced artificial intelligence (AI) writing in academia, grades were shown to be a motivating factor for cheating. Ungrading removes the pressure of grades, thus making the use of AI and other services including paper writing and test answer sharing less enticing. Ungrading could be key to pushing back against the potential for the advent of artificial intelligence tools, which have many universities “alarmed.” Educators at Virginia Commonwealth University College of Health Professions, supported by their Director of e-Learning, planned and piloted ungrading in one undergraduate and two graduate gerontology courses. Twenty-five students completed pre and post-surveys asking for their reactions to ungrading, if their views had changed as a result of the ungrading pilot, as well as their perceptions of traditional grading schemes. They also completed scaffolded assignments with multiple opportunities for receiving in-depth instructor feedback, rather than grades, at various points during the semester. Faculty journaled their ungrading experience in order to recognize how it can be a disruptive, and at times, uncomfortable practice and as a result, educators can better guide themselves and students through the transition. This presentation will include an Implementation Guide for gerontology faculty who wish to implement ungrading.
GERO-EDUCATION IN JAPAN: COMMUNITY RE-DESIGNING TO ACHIEVE HEALTHY AGING AND WELL-BEING
Authors: Iijima Katsuya 
Published: December 2023

Abstract
Japan has achieved the world’s highest level of life expectancy and is currently experiencing a super-aging society. Because of this, we have to take steps towards achieving a healthy aging society with evidence-based policies and longevity with happiness (well-being). In addition, it is necessary to integrate digitalization with information and communications technology through more than just the conventional healthcare measures such as going into the local community to increase opportunities for people from all generations to connect and interact. We also have to realize a true “population approach” with the aim of building a community where residents can easily engage in community-based activities centered on self-help and mutual aid. It is an urgent task to create a place for activities such as lifelong education and multi-generational exchanges as well as to build a comprehensively integrated community care system that allows people to live with peace of mind when they need long-term care. Thinking about planning the 100-year life, the super-aging society has had consequences for the healthcare and social care of older people in Japan, leading to societal innovations that promote health in older people. To extend the healthy life expectancy and achieve a bottom-up sense of community resilience and activity, an interdisciplinary gerontological collaboration with multi-stakeholders is indispensable, with collaborators such as municipal governments, industries, professional staffs, academic researchers (including universities, young career researchers, and students), and citizens. This session will introduce our efforts to promote gerontology education through redesigning the community with comprehensive knowledge.
INTERGENERATIONAL LEARNING TO ADDRESSING AGEISM IN HIGHER EDUCATION: SCOPING REVIEW FINDINGS
Authors: Hand Michelle , Tompkins Catherine , Ihara Emily , Inoue Megumi , Kang Hyun , Harvey Kaitlyn 
Published: December 2023

Abstract
Intergenerational learning strategies can increase wellness, both among students and older community members, while challenging ageism on college and university campuses. Still, existing studies on the mutual benefits and effectiveness of intergenerational learning strategies for addressing biases among college and university students are limited and as such, are continuing to emerge. Thus, a scoping review was conducted to explore current research on intergenerational learning in higher education, the potential relevance of such strategies to reduce ageism and better prepare future service providers, and to explore current implications for education, practice, policy, and research. Included in this scoping review were peer-reviewed and grey sources based on primary research on what is known about intergenerational learning strategies in higher education and their potential impacts on ageism. Excluded were sources not based on primary research or without clear implications for relevant education, practice, policy or research. In total, 313 articles were identified; 67 of these were screened in for full text reading, and 37 were initially screened in for analysis, after which another 8 were excluded, resulting in 29 cases for thematic analysis. Key themes surround intergenerational service learning and creative expression, attitudes toward older adults, perceptions on aging, mutual benefits of intergenerational learning (e.g., cultural learning and integration), and remaining needs for research and education, through integrating service learning opportunities into existing programs and courses in higher education. The results of this scoping review will be further discussed, along with future implications for research, practice, policy and education focused on reducing ageism.
ASSISTED LIVING DIRECT CARE WORKFORCE TRAINING REQUIREMENTS BY LICENSE TYPE
Authors: Smith Lindsey , Dys Sarah , Hua Cassandra , Weems Jacy , Thomas Kali 
Published: December 2023

Abstract
Assisted living (AL) residents and families often assume that care staff have clinical certifications or specialized training. We analyzed direct care worker training requirements for each AL license type across all 50 states and DC, using health services regulatory and content analyses. Across all licenses, we found the most common required training topics specific to care provision were resident rights, providing assistance with daily living, identifying and alleviating safety risks for residents with cognitive impairment, medication management and non-pharmacological interventions, nutrition and hydration, preservation of resident dignity, recognizing and reporting changes in a resident’s condition, understanding resident actions and behavior as communication, and coping with difficult behaviors. We found the most common approach—accounting for the regulations governing 22% of licensed AL communities in the U.S.—was licenses that require between 1 and 10 hours of initial and annual training, but do not have a detailed list of training topics. Only three states (Arizona, Michigan, and New Hampshire) have no training requirements for any unlicensed direct care workers, while 20 states have at least one license without requirements regarding training hours or topics that must be covered. We found that 10 states have a license that requires more than 10 hours of initial and annual training and specifies a detailed list of training requirements. Interestingly, four of these states (New Mexico, Pennsylvania, Virginia, and Washington) have these requirements for all license types, but three of these states (North Carolina, Illinois, and DC) also have a license with no training requirements.