Abstract

Being able to effectively teach for affective learning domain delivery is now pivotal in instances of medical and healthcare education where numbers of older adults are rising exponentially in the United Kingdom (UK) as a direct demographic consequence of the baby boom generation. As a healthcare professional discipline, podiatric medicine has a key role in the maintenance of ambulatory health and wellbeing for older adults, so these statistics have clear implications for the education and training of graduates within this academic discipline. In the context of allied health professional practice, future practitioners need to be equipped and prepared not only to provide functional podiatric management but also to understand and integrate the greater sociological implications of an ageing population into practice. This chapter uses an illustrative case study from teaching practice to engage readers in the use of televised fiction to stimulate critical reflective practice when working with vulnerable older people and their families and carers.