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A comparative study of the effect of the Time for Dementia programme on medical students
BACKGROUND: Traditional healthcare education typically focuses on short block clinical placements based on acute care, investigations and technical aspects of diagnosis and treatment. It may therefore fail to build the understanding, compassion and person‐centred empathy needed to help those with lo...
Autores principales: | , , , , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
John Wiley and Sons Inc.
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9291285/ https://www.ncbi.nlm.nih.gov/pubmed/33686788 http://dx.doi.org/10.1002/gps.5532 |
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author | Banerjee, Sube Jones, Christopher Wright, Juliet Grosvenor, Wendy Hebditch, Molly Hughes, Leila Feeney, Yvonne Farina, Nicolas Mackrell, Sophie Nilforooshan, Ramin Fox, Chris Bremner, Stephen Daley, Stephanie |
author_facet | Banerjee, Sube Jones, Christopher Wright, Juliet Grosvenor, Wendy Hebditch, Molly Hughes, Leila Feeney, Yvonne Farina, Nicolas Mackrell, Sophie Nilforooshan, Ramin Fox, Chris Bremner, Stephen Daley, Stephanie |
author_sort | Banerjee, Sube |
collection | PubMed |
description | BACKGROUND: Traditional healthcare education typically focuses on short block clinical placements based on acute care, investigations and technical aspects of diagnosis and treatment. It may therefore fail to build the understanding, compassion and person‐centred empathy needed to help those with long‐term conditions, like dementia. Time for Dementia was developed to address this. METHOD: Parallel group comparison of two cohorts of UK medical students from universities, one participating in Time for Dementia (intervention group) and one not (control group). In Time for Dementia students visit a person with dementia and their family in pairs for 2 hours three times a year for 2 years, the control group received their normal curriculum. RESULTS: In an adjusted multilevel model (intervention group n = 274, control n = 112), there was strong evidence supporting improvements for Time for Dementia participants in: total Approaches to Dementia Questionnaire score (coefficient: 2.19, p = 0.003) and its person‐centredness subscale (1.32, p = 0.006) and weaker evidence in its hopefulness subscale (0.78, p = 0.070). There was also strong evidence of improvement in the Dementia Knowledge Questionnaire (1.63, p < 0.001) and Dementia Attitudes Scale (total score: 6.55, p < 0.001; social comfort subscale: 4.15, p < 0.001; dementia knowledge subscale: 3.38, p = 0.001) scores. No differences were observed on the Alzheimer's Disease Knowledge Scale, the Medical Condition Regard Scale or the Jefferson Scale of Empathy. DISCUSSION: Time for Dementia may help improve the attitudes of medical students towards dementia promoting a person‐centred approach and increasing social comfort. Such patient‐focused programmes may be a useful complement to traditional medical education. |
format | Online Article Text |
id | pubmed-9291285 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | John Wiley and Sons Inc. |
record_format | MEDLINE/PubMed |
spelling | pubmed-92912852022-07-20 A comparative study of the effect of the Time for Dementia programme on medical students Banerjee, Sube Jones, Christopher Wright, Juliet Grosvenor, Wendy Hebditch, Molly Hughes, Leila Feeney, Yvonne Farina, Nicolas Mackrell, Sophie Nilforooshan, Ramin Fox, Chris Bremner, Stephen Daley, Stephanie Int J Geriatr Psychiatry Research Articles BACKGROUND: Traditional healthcare education typically focuses on short block clinical placements based on acute care, investigations and technical aspects of diagnosis and treatment. It may therefore fail to build the understanding, compassion and person‐centred empathy needed to help those with long‐term conditions, like dementia. Time for Dementia was developed to address this. METHOD: Parallel group comparison of two cohorts of UK medical students from universities, one participating in Time for Dementia (intervention group) and one not (control group). In Time for Dementia students visit a person with dementia and their family in pairs for 2 hours three times a year for 2 years, the control group received their normal curriculum. RESULTS: In an adjusted multilevel model (intervention group n = 274, control n = 112), there was strong evidence supporting improvements for Time for Dementia participants in: total Approaches to Dementia Questionnaire score (coefficient: 2.19, p = 0.003) and its person‐centredness subscale (1.32, p = 0.006) and weaker evidence in its hopefulness subscale (0.78, p = 0.070). There was also strong evidence of improvement in the Dementia Knowledge Questionnaire (1.63, p < 0.001) and Dementia Attitudes Scale (total score: 6.55, p < 0.001; social comfort subscale: 4.15, p < 0.001; dementia knowledge subscale: 3.38, p = 0.001) scores. No differences were observed on the Alzheimer's Disease Knowledge Scale, the Medical Condition Regard Scale or the Jefferson Scale of Empathy. DISCUSSION: Time for Dementia may help improve the attitudes of medical students towards dementia promoting a person‐centred approach and increasing social comfort. Such patient‐focused programmes may be a useful complement to traditional medical education. John Wiley and Sons Inc. 2021-03-28 2021-07 /pmc/articles/PMC9291285/ /pubmed/33686788 http://dx.doi.org/10.1002/gps.5532 Text en © 2021 The Authors. International Journal of Geriatric Psychiatry published by John Wiley & Sons Ltd. https://creativecommons.org/licenses/by-nc-nd/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by-nc-nd/4.0/ (https://creativecommons.org/licenses/by-nc-nd/4.0/) License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and no modifications or adaptations are made. |
spellingShingle | Research Articles Banerjee, Sube Jones, Christopher Wright, Juliet Grosvenor, Wendy Hebditch, Molly Hughes, Leila Feeney, Yvonne Farina, Nicolas Mackrell, Sophie Nilforooshan, Ramin Fox, Chris Bremner, Stephen Daley, Stephanie A comparative study of the effect of the Time for Dementia programme on medical students |
title | A comparative study of the effect of the Time for Dementia programme on medical students |
title_full | A comparative study of the effect of the Time for Dementia programme on medical students |
title_fullStr | A comparative study of the effect of the Time for Dementia programme on medical students |
title_full_unstemmed | A comparative study of the effect of the Time for Dementia programme on medical students |
title_short | A comparative study of the effect of the Time for Dementia programme on medical students |
title_sort | comparative study of the effect of the time for dementia programme on medical students |
topic | Research Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9291285/ https://www.ncbi.nlm.nih.gov/pubmed/33686788 http://dx.doi.org/10.1002/gps.5532 |
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