University of Sussex
Browse
Banerjee_et_al-2016-International_Journal_of_Geriatric_Psychiatry.pdf (134.13 kB)

How do we enhance undergraduate healthcare education in dementia? A review of the role of innovative approaches and development of the Time for Dementia Programme

Download (134.13 kB)
journal contribution
posted on 2023-06-09, 04:11 authored by Sube Banerjee, Nicolas Farina, Stephanie DaleyStephanie Daley, Wendy Grosvenor, Leila Hughes, Molly Hebditch, Sophie Mackrell, Ramin Nilforooshan, Chris Wyatt, Kay de Vries, Inam Haq, Juliet Wright
Objectives: Traditional healthcare education, delivered through a series of time-limited clinical placements, often fails to deliver an understanding of the experiences of those with long-term conditions, a growing issue for healthcare systems. Responses include longitudinal integrated clerkships and senior mentor programmes allowing students' longer placements, continuity of contact and opportunities to learn about chronic illness and patient experience. We review their development and delivery in dementia and present the Time for Dementia (TFD) Programme, a novel 2-year interdisciplinary educational programme. Design: The study design involves a scoping review of enhanced placements in dementia for healthcare professionals in training including longitudinal integrated clerkships and senior mentor programmes and a case study of the development of TFD and its evaluation. Results: Eight enhanced programmes in dementia were identified and seven in the USA. None were compulsory and all lasted 12?months. All reported positive impact from case study designs but data quality was weak. Building on these, TFD was developed in partnership between the Alzheimer's Society, universities and NHS and made a core part of the curriculum for medical, nursing and paramedic students. Students visit a person with dementia and their family in pairs for 2?h every 3?months for 2?years. They follow a semi-structured interaction guide focusing on experiences of illness and services and complete reflective appraisals. Conclusions: We need interprofessional undergraduate healthcare education that enables future healthcare professionals to be able to understand and manage the people with the long-term conditions who current systems often fail. TFD is designed to help address this need.

History

Publication status

  • Published

File Version

  • Published version

Journal

International Journal of Geriatric Psychiatry

ISSN

0885-6230

Publisher

John Wiley & Sons

Issue

1

Volume

32

Page range

68-75

Department affiliated with

  • BSMS Publications

Full text available

  • Yes

Peer reviewed?

  • Yes

Legacy Posted Date

2016-11-25

First Open Access (FOA) Date

2016-11-25

First Compliant Deposit (FCD) Date

2016-11-25

Usage metrics

    University of Sussex (Publications)

    Categories

    No categories selected

    Exports

    RefWorks
    BibTeX
    Ref. manager
    Endnote
    DataCite
    NLM
    DC