Pharmacy Students’ Initial Interest in Working With Older Adults and Their Relationship to Change in Attitudes After Required Curricula on Aging
Bibliographic record
Abstract
Background There is an urgent need to prepare our health care workforce for the aging population. Pharmacy programs should equip students with foundational knowledge about aging and therapeutic skills for the rising demands of health care for older adults. Objectives This study examined the relationship between initial student interest in working with older adults and change in attitudes toward aging and providing pharmacy services to older patients after participation in required aging-focused curricula. Methods We measured student pharmacists’ interest and attitudes regarding aging and care of older adults in required aging-focused courses in five PharmD programs in the United States and Canada. The University of Arizona Aging and Health Care‐Pharmacy (UA AHC-Pharmacy) survey, containing one student-interest question and a 40-item attitudes scale, was used. Pre- and post comparisons were used for the matched student data. The University of Arizona Institutional Review Board (IRB) approved the study (#1912243064), and other colleges received permission to participate from their college or university IRB. Results After completing the required aging-focused course, PharmD students’ interest and attitudes toward aging and providing health care to older adults improved significantly compared with the beginning of the course. Less agreement with negative stereotypes of older adults and working with this population was shown. Even those with initially low interest had significantly increased attitude scores post-course. Conclusion Assessment of the impact of aging-focused curricula on student pharmacists’ interest and attitudes toward aging and caring for older adults may facilitate meeting the health care demands of the growing older population.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".