Older homeless adults experience a high prevalence of food insecurity. To alleviate food insecurity in this population, targeted interventions must address specific risk groups.

The homeless population is aging; older homeless adults may be at high risk of experiencing violent victimization. To examine whether homelessness is independently associated with experiencing physical and sexual abuse, we recruited 350 adults, aged 50 and older in Oakland, California, who met criteria for homelessness between July 2013 and June 2014. We interviewed participants at 6-month intervals for 3 years in Oakland about key variables, including housing status. Using generalized estimating equations, we examined whether persistent homelessness in each follow-up period was independently associated with having experienced physical or sexual victimization, after adjusting for known risk factors. The majority of the cohort was men (77.4%) and Black American (79.7%). At baseline, 10.6% had experienced either physical or sexual victimization in the prior 6 months. At 18-month follow-up, 42% of the cohort remained homeless. In adjusted models, persistent homelessness was associated with twice the odds of victimization (adjusted odds ratio [AOR] = 2.01; 95% confidence interval [CI]: [1.41, 2.87]). Older homeless adults experience high rates of victimization. Re-entering housing reduces this risk. Policymakers should recognize exposure to victimization as a negative consequence of homelessness that may be preventable by housing.

SUMMARY Background Climate and ecological changes substantially impact human health. Sustainable health care education (SHE) teaches health professions students about the interdependence of ecosystems and human health, the health sector's impact on the environment, and sustainable solutions for both ecosystems and human health. Yet little is understood about the methods used to facilitate SHE learning within the local context. Community‐engaged medical education (CEME), a concept used in medicine and other health professions, underscores the relationship between the community served and education, which is both interdependent and reciprocal. Our objective was to characterise how SHE could be made relevant to the local context and the health of the community. Methods Qualitative content analysis was used to explore the perspectives of faculty members, community experts and health professions students on the relationship between SHE and CEME. Semi‐structured interviews were conducted with 51 participants between March 2016 and May 2017. Results Participants highlighted that it was vital for students to become familiar with real‐world, locally relevant issues by collaborating with community members and identifying opportunities for engagement. For optimal learning, CEME experiences should be accompanied by relevant curricular changes. Educational partnerships with local organisations, societies and activists provide continuing opportunities for dialogue about, and integration of, SHE. Discussion The integration of SHE through CEME will draw the community voice into the curriculum and will compel students to connect CEME SHE learning to their continuing education. The credible and respected role of the health professionals and health professions institutions provide a foundation for the development of community partnerships and the promotion of SHE.

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