title: Knowledge outcomes within rotational models of social work field education.
abstract: This study assessed knowledge outcomes among concurrent, concurrent/sequential, and sequential rotation models of field instruction. Posttest knowledge scores of students ( n  = 231) in aging-related field education were higher for students who participated in the concurrent rotation model, and for those who completed field education at a long-term care facility. Scores were also higher for students in programs that infused a higher number of geriatric competencies in their curriculum. Recommendations are provided to programs considering rotation models of field education related to older adults.
authors.affiliation: School of Social Work, Saint Louis University, St. Louis, MO 63103, USA. birkenjm@slu.edu
authors.forename: Julie
authors.initials: J
authors.lastname: Birkenmaier
authors.forename: Jami
authors.initials: J
authors.lastname: Curley
authors.forename: Noell L
authors.initials: NL
authors.lastname: Rowan
mesh_terms: D000328:Adult; D000368:Aged; D000369:Aged, 80 and over; D002648:Child; D003479:Curriculum; D004522:Educational Status; D005260:Female; D007722:Health Knowledge, Attitudes, Practice; D006299:Health Services for the Aged; D006801:Humans; D016014:Linear Models; D008134:Long-Term Care; D008297:Male; D017145:Models, Educational; D011361:Professional Competence / Q000706:statistics & numerical data*; D015397:Program Evaluation; D012947:Social Work / Q000193:education*; D013223:Statistics as Topic; D014481:United States