Department of Medical Education, Brighton and Sussex Medical School, Brighton, UK.
Department of Academic Geriatrics, Brighton and Sussex University Hospitals NHS Trust, Brighton, UK.
Dementia (London). 2020 Nov;19(8):2919-2927. doi: 10.1177/1471301219845792. Epub 2019 May 2.
There is a recognised need to improve undergraduate education within dementia care. UK medical schools provide dementia-specific teaching, but this has previously been found to focus more on student knowledge and skills rather than behaviours and attitudes and does not often involve the wider multidisciplinary team. A simulation day was established, based on communicating with a person with dementia in a number of scenarios. This article aims to identify if this method of teaching within dementia care is successful. It is a qualitative study and draws on data from postcourse questionnaire responses and field notes of the simulation day. The data offered rich insights into how the session allowed participants to be challenged and taken to their perceived thresholds of capability. It highlights that behaviours and skills can be learnt via simulation and leads to a transformative change in the language learners used, suggesting that learning may happen through threshold concepts.
在痴呆症护理方面，人们普遍认识到需要改进本科生教育。英国医学院提供专门针对痴呆症的教学，但之前的研究发现，这些教学更侧重于学生的知识和技能，而不是行为和态度，而且通常不涉及更广泛的多学科团队。我们根据在各种场景中与痴呆症患者沟通的内容，设立了一个模拟日。本文旨在确定这种痴呆症护理教学方法是否成功。这是一项定性研究，借鉴了课程后问卷调查答复和模拟日现场记录的数据。这些数据深入揭示了该课程如何让参与者面临挑战并达到他们认为的能力极限。它强调了行为和技能可以通过模拟来学习，并导致学习者使用的语言发生变革性变化，这表明学习可能是通过阈限概念发生的。
