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Aging‐related Education in Entry‐level Physical Therapy Curricula: National Benchmark Data

ABSTRACT: The academic year from 1983 to 1984 served as a benchmark for a national database on gerontologic/geriatric instruction in entry‐level physical therapy degree programs. Extending the scope and depth of data from related surveys of approximately the same era, this survey of 85 programs found the 58 respondents to be at diverse stages of incorporating aging‐related instruction. Most of the programs (84%) reported having at least one required course that conveyed aging‐related material, usually for a minor portion of the course time. One‐fifth of all aging‐related courses devoted half or more of their time to aging, with electives devoting more time to aging than required courses. The programs' estimations of the proportion of total hours the average graduate spent in aging‐related learning averaged 8%; the range among programs stretched from zero to 40% of the average graduate's time. Twenty‐nine percent of all faculty had done some agingrelated teaching; the range among programs was from zero to every faculty member. The survey results point to a movement toward enlarging the curricular content of agingrelated material, including clinical experience and interdisciplinary participation.