Kessler Eva-Marie, Hoff Andreas, Franke Annette
MSB Medical School Berlin - Hochschule für Gesundheit und Medizin, Siemens Villa, Calandrellistr. 1-9, 12247, Berlin, Deutschland.
Hochschule Zittau/Görlitz, Furtstr. 2, Görlitz, 02826, Deutschland.
Z Gerontol Geriatr. 2017 Jul;50(5):399-409. doi: 10.1007/s00391-017-1256-9. Epub 2017 Jun 9.
The objective of this article is a state-of-the-art analysis and critical reflection of the status quo of gerontologically oriented study programs in higher education in Germany. The major impulse for writing this article was provided by the newly established working group "Gerontological Education", which was inaugurated at the joint annual conference of sections III and IV of the German Society of Gerontology and Geriatrics in Mannheim in 2015. A systematic review of gerontological study programs shows that the number of such programs has increased in Germany over the past decade. At the same time there has been a dynamic development across the country whereby well-established programs were closed and new ones were initiated. New study programs were primarily initiated at universities of applied sciences and private universities. A tendency away from explicit gerontology programs towards other academic disciplines (e.g. sociology, social work, psychology, sports, health and rehabilitation sciences) in combination with gerontological contents can be observed. These degree programs are rooted in their respective disciplines and focus primarily on health and social issues. Given the heterogeneity of study programs the working group "Gerontological Education" could become a new forum for leaders of such programs, students, alumni and employers of gerontologists for critical reflection and further development of gerontological quality benchmarks.
本文旨在对德国高等教育中以老年学为导向的学习项目的现状进行最新分析和批判性反思。撰写本文的主要推动力来自于新成立的“老年学教育”工作组，该工作组于2015年在曼海姆举行的德国老年学和老年医学学会第三和第四部门联合年会上成立。对老年学学习项目的系统回顾表明，在过去十年中，德国此类项目的数量有所增加。与此同时，全国各地出现了动态发展，一些成熟的项目被关闭，新的项目被启动。新的学习项目主要在应用科学大学和私立大学启动。可以观察到一种趋势，即从明确的老年学项目转向其他学术学科（如社会学、社会工作、心理学、体育、健康与康复科学）并结合老年学内容。这些学位项目植根于各自的学科，主要关注健康和社会问题。鉴于学习项目的异质性，“老年学教育”工作组可以成为此类项目的负责人、学生、校友以及老年学专家的雇主进行批判性反思和进一步制定老年学质量基准的新论坛。
