Purpose
There is a shortage of mental health professionals to care for a growing geriatric population. Though not mutually exclusive, clinical and didactic educational experiences promote cognition, while affective knowledge (attitude) is promoted through non-clinical exposure to seniors. This study evaluates the relative impact of cognition and attitude on career interests among healthcare students.
Methods
We developed thirteen interactive, video-documentary “lessons” on late-life mental health presenting didactic material along with stories of actual patients and families. Four of these lessons were viewed at one week intervals by forty-two students from medical school and graduate programs of social work, psychology, and nursing. Knowledge, attitudes, and inclinations towards working with seniors were assessed.
Results
Both cognition and attitudes towards seniors improved. Linear regression shows change in attitude, not cognition, predicts interest in working with seniors.
Conclusion
Educational experiences that promote affective learning may enhance interest in geriatric careers among healthcare students.