Potentials and pitfalls of networking in interdisciplinary education: Taking on the challenges in Gerontology and Geriatrics

ABSTRACT

Gerontology and geriatrics are quintessentially interdisciplinary fields. To understand aging, an interdisciplinary perspective is necessary; to provide quality care to older adults with complex, chronic conditions, an interprofessional team is required. Academic, clinical, and community-based settings – with their vertical organizational structures – need bridging strategies to create networks that support interdisciplinary education in both classroom and experiential settings. Taking on these challenges requires emphasizing the importance of key competencies that integrate the unique perspectives, contributions, and roles of different disciplines, and creating the connections critical for promoting interdisciplinary education. First, this paper develops a theoretical foundation for networking to construct and maintain educational and service provider partnerships. Second, the organizational and institutional requirements for successful networking are explored, based on both empirical research and principles from the theoretical framework. Finally, practical recommendations for the development of key strategies for implementing and sustaining interdisciplinary and academic-clinical-community partnerships are summarized.

KEYWORDS:

• Interdisciplinary
• interprofessional
• networking
• education
• competencies

Acknowledgments

An earlier version of this paper was presented in an AGHE Presidential Symposium, “Education Networks: Strengthening Gerontology and Geriatrics Through Connectivity,” at the 71^st Annual Scientific Meeting of the Gerontological Society of America, Austin, Texas, November 15, 2019. The author would also like to express his appreciation for the helpful comments of an anonymous reviewer.