Two models for implementing senior mentor programs in academic medical settings

This paper compares two models of undergraduate geriatric medical education utilizing senior mentoring programs. Descriptive, comparative multiple-case study was employed analyzing program documents, archival records, and focus group data. Themes were compared for similarities and differences between the two program models. Findings indicate that both programs used the American Geriatrics Society core competencies as a curricular framework, yet adopted two different formats. Students in both programs reported valuable experiences, increased knowledge, and increasingly positive attitudes towards aging and older adults. Other medical education programs may benefit from implementing elements of both models best suited to their institution and curricular needs.