Beer Christopher, Watson Natasha, Caputo Lisa, Hird Kathryn, Flicker Leon
Western Australian Centre for Health and Ageing, University of Western Australia, Crawley, Perth, Western Australia, Australia.
Gerontol Geriatr Educ. 2011;32(3):273-90. doi: 10.1080/02701960.2011.599900.
Medical graduates require positive attitudes toward older people with cognitive impairment, in addition to knowledge and skills in the diagnosis and management of dementia. The Student Training Project in Dementia (STriDE) project was conducted to ensure that these needs are met through curricula in Western Australian medical schools. Two medical schools in Perth, Western Australia, participated. Mixed methods were utilized comprising a) focus groups and interviews and b) a survey of teachers and students. Participants recommended clearer structure and standardization in the curriculum to ensure that all students receive similar educational experiences regardless of hospital placement. Both teachers, and to a lesser extent students, held positive attitudes toward older people. Teachers tended to be more dissatisfied with current curricula than students. Teachers and learners endorsed a broad range of teaching and learning methods, assessments, and skills/competencies. The results of this study present major challenges for professional entry dementia education given the breadth, flexibility, and depth of dementia education recommended by teachers and learners.
医学毕业生除了需要具备痴呆症诊断和管理方面的知识与技能外，还需要对认知障碍的老年人持有积极态度。开展痴呆症学生培训项目（STriDE）旨在确保通过西澳大利亚医学院校的课程满足这些需求。西澳大利亚珀斯的两所医学院校参与了该项目。采用了混合方法，包括：a）焦点小组和访谈；b）对教师和学生的调查。参与者建议课程应更清晰的结构和标准化，以确保所有学生无论在哪个医院实习，都能获得相似的教育体验。教师以及在较小程度上学生，对老年人持有积极态度。教师往往比学生对当前课程更不满意。教师和学习者认可广泛的教学方法、评估方式以及技能/能力要求。鉴于教师和学习者建议的痴呆症教育的广度、灵活性和深度，本研究结果给专业入门痴呆症教育带来了重大挑战。
