Embedding effective dementia education into undergraduate medical curricula—a realist review.
Background Despite the growing global population of people with dementia, education about dementia is not systematically integrated across undergraduate healthcare curricula. This study set out to explore the reasons behind this inconsistency. Methods An earlier realist review identified barriers an...
| Publicado en: | Age & Ageing Vol. 55; no. 4; pp. 1 - 11 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
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Oxford University Press / USA
Apr2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=193500073&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 193500073 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00020729 AGA jtl: Age & Ageing issn: 00020729 maglogo: N pubinfo: dt: Apr2026 vid: 55 iid: 4 pid: 622 pub: Oxford University Press / USA artinfo: ui: 193500073 10.1093/ageing/afag071 ppf: 1 ppct: 10 formats: tig: atl: Embedding effective dementia education into undergraduate medical curricula—a realist review. aug: au: Tullo, Ellen StClair Teodorczuk, Andrew Brown, Steven Wakeling, Luisa Khoo, Tien K affil: Medical School, University of Sunderland, Sunderland SR1 3SD, UK Faculty of Medicine, The University of Queensland Faculty of Medicine, Herston, Queensland, QLD 4006, Australia School of Medical Education, Newcastle University, Newcastle upon Tyne, England, NE2 4HH, UK School of Dental Sciences, Newcastle University, Newcastle upon Tyne, NE2 4BW, UK School of Medicine & Dentistry, Griffith University - Gold Coast Campus, Southport, Queensland, QLD 4222, AustraliaUniversity of Wollongong Graduate School of Medicine, Wollongong, New South Wales, NSW 2500, Australia su: Interdisciplinary education Diffusion of innovations Human services programs Philosophy of education Confidence Decision making Teaching methods Caregivers Medical education Undergraduate programs Educational outcomes Medical students Clinical competence Medical schools Dementia Stakeholder analysis Dementia patients Management sug: subj: Interdisciplinary education Diffusion of innovations Human services programs Philosophy of education Confidence Decision making Teaching methods Caregivers Colleges, Universities, and Professional Schools Medical education Undergraduate programs Educational outcomes Medical students Clinical competence Medical schools Dementia Stakeholder analysis Dementia patients Management keyword: college students copyrightHolder:British Geriatrics Society copyrightYear:2026 curriculum dementia https://dx.doi.org/10.1093/ageing/afag071 inLanguage:en interpersonal psychotherapy medical education older people publisher:Oxford University Press realist synthesis sameAs:https://pubmed.ncbi.nlm.nih.gov/41947569/ college students copyrightHolder:British Geriatrics Society copyrightYear:2026 curriculum dementia https://dx.doi.org/10.1093/ageing/afag071 inLanguage:en interpersonal psychotherapy medical education older people publisher:Oxford University Press realist synthesis sameAs:https://pubmed.ncbi.nlm.nih.gov/41947569/ ab: Background Despite the growing global population of people with dementia, education about dementia is not systematically integrated across undergraduate healthcare curricula. This study set out to explore the reasons behind this inconsistency. Methods An earlier realist review identified barriers and facilitators to integrating effective dementia education in medical schools through the development of an initial programme theory (IPT). This study examined further supporting literature and undertook interviews with a wide range of stakeholders, including people with dementia and carers, to refine the IPT, synthesising the contexts and mechanisms that influence dementia education. Results Twenty-nine educational interventions about dementia were included in the data synthesis and supported the domains of the IPT. Twenty-three stakeholders, including clinical educators, people with dementia and their carers, and medical students, were interviewed to interrogate the IPT. Stakeholders agreed that the IPT appropriately represented the challenges of embedding effective dementia education. All stakeholders highlighted the failure to mandate education about dementia in medical curricula as a sign of a lack of institutional commitment. In contrast to the literature, stakeholders did not think that negative student attitudes were a significant barrier, rather a lack of confidence due to limited contact with people with dementia. Conclusions Embedding effective dementia education in medical curricula is possible if contextual barriers are identified and facilitatory mechanisms are developed. Our programme theory offers a roadmap for educators to embed undergraduate dementia education in their own medical school. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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