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 and Daley, Stephanie (2021) A comparative study of the effect of the Time for Dementia programme on medical students. International Journal of Geriatric Psychiatry, 36 (7). pp. 1011-1019. ISSN 0885-6230

[img] PDF - Accepted Version
Download (416kB)


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.

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 two hours three times a year for two years, the control group received their normal curriculum.

In an adjusted multilevel model of data (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); Dementia Knowledge Questionnaire score (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.

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.

Item Type: Article
Schools and Departments: Brighton and Sussex Medical School > Neuroscience
SWORD Depositor: Mx Elements Account
Depositing User: Mx Elements Account
Date Deposited: 10 Mar 2021 09:44
Last Modified: 17 Mar 2022 12:00
URI: http://sro.sussex.ac.uk/id/eprint/97676

View download statistics for this item

📧 Request an update