A Study of the Importance and Relationship of Biologic Aging Curriculum to Social Gerontology Education.

Abstract

The problem addressed in this paper is: What is the relationship of biology of aging to social gerontology and what are the opinions of this professional population to this subject area? A literature search disclosed an integral relationship between biology of aging and social gerontology. Few, if any, courses are currently available in biology of aging. None has been designed for career goals and educational needs of social gerontologists. In order to determine the opinions and perceived values of social gerontologists with respect to biology of aging, a survey questionnaire was developed and distributed to five hundred social gerontologists selected at r and om from the membership list of the Gerontological Society. Of the 210 individuals who responded, a majority (95.70%) indicated that the development of educational opportunities was of "some" to "great value" in increasing effectiveness in their professional roles. The majority (86.70%) also indicated that additional knowledge in biology of aging would be beneficial to them in their particular professional duties. Topical areas in which respondents indicated additional knowledge would be of highest value included: (1) basic theories of aging, (2) changing nutritional requirements of the elderly, and (3) organs of special senses. Social gerontologists perceived biology of aging to be important in their professional training. None had taken previous course work in the subject area. The respondents represented a professional group with a wide range of educational training who performed a wide variety of functions. They demonstrated a basic underst and ing of biology of aging through the basis of a discrimination task involving health problems common among the elderly. No significant relationships or correlations were found between the variables on the survey questionnaire that would indicate why social gerontologists held favorable views on biology of aging. Recommendations concerning curriculum development in biology of aging for social gerontologists based on the analysis, are as follows: (1) to develop educational opportunities in biology of aging for social gerontologists, (2) to design course(s) in biology of aging for social gerontologists, especially for this professional audience, (3) that basic task analysis of social gerontological functions be conducted in order that curriculum development in biology of aging be as closely related to professional dem and s as possible, (4) that the areas of basic theories of aging, changing nutritional requirements of the elderly, the special senses be included in the biology of aging curriculum, (5) that educational opportunities be developed first at the university level, and (6) that further research concerning the relationship of biology of aging and the practice of social gerontology should be conducted.