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The presentation analyzes the challenges faced by older adults living with HIV in medical settings and shows how these experiences can be integrated into gerontology curricula using medical rhetoric frameworks. It applies classical rhetorical analysis (ethos, pathos, logos) to examine policies, institutional communications, and medical discourse, including discrimination in long-term care. 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This presentation examines the unique challenges faced by older adults living with HIV in medical settings and how these experiences can be effectively incorporated into gerontology curricula through medical rhetoric frameworks. Drawing on classical rhetorical analysis (ethos-pathos-logos), this session demonstrates how faculty can facilitate the critical examination of healthcare policies, institutional communications, and medical discourse affecting older HIV-positive adults. As documented in advocacy resources such as those provided by Lambda Legal, particular attention will be given to discrimination in long-term care facilities and healthcare services. The presentation offers strategies for developing and adapting case studies that remain pedagogically effective even in educational environments where DEI content faces restrictions and explores how AI tools can help create or translate case studies to address regional policy variations while maintaining essential learning objectives. Participants will leave with concrete teaching strategies that promote student understanding of healthcare discrimination against older adults with HIV, rhetorical frameworks for analyzing medical texts that transcend political constraints, and adaptable approaches to case-based teaching in changing educational landscapes.  \n-  \n-  \n-","cbCain0fAVoWlUm6","https://ap.wps.com/l/cbCain0fAVoWlUm6","pdf",494484,"English","# Abstract\n## Rhetorical framework and analysis\n## Teaching strategies and case studies\n## Discrimination in long-term care\n## Use of AI to adapt materials","[{\"question\":\"What is the central focus of the presentation?\",\"answer\":\"It focuses on teaching medical rhetoric through the lived experiences of older adults living with HIV, and how those experiences can be incorporated into gerontology curricula.\"},{\"question\":\"Which rhetorical approach is used to analyze medical communication?\",\"answer\":\"It uses classical rhetorical analysis based on ethos, pathos, and logos to examine healthcare policies, institutional communications, and medical discourse.\"},{\"question\":\"What practical teaching strategies will participants receive?\",\"answer\":\"Participants will receive concrete strategies for developing and adapting case studies, including approaches to case-based teaching that remain effective when DEI-related content is restricted.\"}]","“WE WERE NOT SUPPOSED TO LIVE”: TEACHING MEDICAL RHETORIC THROUGH THE LENS OF OLDER ADULTS LIVING WITH HIV | PDF",1790637021]