An intervention-based study in education was conducted at the beginning of the first year of a medical course. Students submitted to educational strategies were compared against students with no intervention.
The two strategies were: “Experiencing Aging” – also known as the “aging game” (simulation of the disabilities and physiological changes of aging), and “Myths of Aging” – a knowledge discussion based on a “quiz show”, questioning common myths about aging. All students were assessed on their attitudes towards older persons (Maxwell-Sullivan, UCLA attitudes), empathy (Maxwell-Sullivan), knowledge on facts and positive view about aging (Palmore), and cognitive knowledge. Data were analysed using Student’s t, Chi-squared or ANOVA tests.
The “experiencing aging” intervention was associated with improvement in empathy but worsening of attitude. The “myths of aging” intervention was associated with an improved attitude overall and positive view about aging but with no change in empathy towards older persons.
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