“…Indeed, healthcare professionals receive limited education on ageing (Lee et al, 2018; Newell et al, 2004), and this education focuses on diseases and deficits which reduce ageing to a single story of medical decline (Lucchetti et al, 2017) instead of a normal, highly individualised, multidimensional process of growth with maintenance and decline (Rattan, 2014). With the reductive biomedical view, prevalent within the educational environment, students can develop a pessimistic view of ageing and ageist attitudes (Abreu & Caldevilla, 2015; Frost et al, 2016; Maximiano‐Barreto et al, 2019; Schimidt & Paes da Silva, 2012). This could explain the students’ lack of interest in working with older adults (Happell, 2002; Jackson et al, 2017; Kalu et al, 2018; Rathnayake et al, 2016), as well as the ever more negative attitudes towards older patients observed by some studies over the course of their schooling (De Biasio et al, 2015; Kishimoto et al, 2005; Liu et al, 2012).…”