Qualitative analysis of the KARE longevity and aging research education program
In a qualitative analysis of the Katies for Aging Research and Equity (KARE) Program at St. Catherine University, focus groups, reflections, development plans and testimonials revealed three linked themes: scholarly skill development, belonging to a scholarly community, and reframing longevity and aging. [1]
Automatic summary · not editorially reviewed
The key findings
The KARE Program at St. Catherine University combines academic and social support, an interdisciplinary Longevity and Aging minor, and scaffolded research mentorship to prepare students as future aging researchers. [1]
A qualitative analysis of focus group transcripts, written reflections, Individual Development Plans and advocacy testimonials identified three interconnected themes of the scholar experience. [1]
The abstract reports that the program has catalyzed student-led research advocacy, interdisciplinary curriculum integration and university-wide age-friendly initiatives. [1]
The source at a glance
- Study type / format
- Qualitative analysis of program materials (abstract only)
- Population / context
- Students in the KARE Program at St. Catherine University, as described in the abstract
- Summary based on
- Study abstract
- Original publication
- August 26, 2026
KARE program context at St. Catherine University
The abstract states that addressing cumulative health disparities across the lifespan requires a scientific workforce trained where geroscience and gerojustice meet. The KARE Program at St. Catherine University combines holistic academic and social support, an interdisciplinary Longevity and Aging minor, and scaffolded mentorship in research inside and outside the university. It aims to prepare students to succeed as future aging researchers.
Supporting source [1]
Three themes from focus groups and reflections
To evaluate student growth, the program examined focus group transcripts, written reflections, Individual Development Plans and student advocacy testimonials. The qualitative analysis found three interconnected themes defining the scholar experience: scholarly skill development, belonging to a scholarly community, and reframing longevity and aging. The abstract does not report how many students took part or how long they were followed.
Supporting source [1]
Reported institutional shifts beyond individual scholars
Beyond individual scholar growth, the abstract says the KARE program has catalyzed broader institutional shifts: student-led research advocacy, interdisciplinary curriculum integration and university-wide age-friendly initiatives. The authors offer this as a model for training future researchers to address complex health disparities in the intersecting fields of geroscience and gerojustice. These are described program outcomes, not evidence that the program improves health outcomes.
Supporting source [1]
How to interpret this
This explainer is based only on the abstract; the full text was not reviewed. The abstract does not report the number of participants, the study period, the qualitative method in detail, or any comparison group, and it presents no quantitative outcomes. The described institutional shifts are program reports, not evidence of improved health outcomes.
Based on the study abstract; the full paper, tables and supplementary data were not reviewed.
Source & supporting passages
Ambria Crusan, Shavonnye Rath, Paula C. Furey, Joshua D. Guggenheimer, Marcella J. Myers, Katherine A. Campbell · doi.org · August 26, 2026