The rapidly aging population and the increasing number of chronic and degenerative diseases associated with aging have led to a rise in demand for aptly trained health-care professionals to address the changing needs of the aging population. However, there is a drastic shortage of health-care professionals in geriatric care as the challenge to attract younger generations into geriatrics and gerontology continues. To this end, experiential learning - an engaged learning process where students learn by doing and reflecting upon those experiences - may lead to better applied knowledge, skills, competence, and interest regarding care for older adults. This study examines experiential learning in the form of a "Living Lab" - a field-based practicum education model - and how it promotes student learning in terms of interaction with, and knowledge and attitudes about, geriatric inpatients living with mental health conditions in a specialty psychiatric hospital in Canada. Using qualitative narrative inquiry, we explored students' (n = 14) experiences of participating in a Living Lab. Three interconnected themes were identified and collectively suggested that participation in the Living Lab improved student self-efficacy, knowledge, and skills to work with the geriatric population. It also helped reshape student attitudes toward this population.
Keywords: Experiential learning; geriatric; interprofessional collaboration; mental health; stigma.