Daley Stephanie, Hebditch Molly, Towson Georgia, Feeney Yvonne, Banerjee Sube
Centre for Dementia Studies, Brighton & Sussex Medical School, University of Sussex, Falmer, BN1 9RY, UK.
Faculty of Medicine and Health Sciences, University of Nottingham, Nottingham, NG7 2UH, UK.
BMC Med Educ. 2025 Jun 4;25(1):838. doi: 10.1186/s12909-025-07218-3.
Over the last decade there has been a recognition of the need for better dementia education for undergraduate healthcare professionals. Time for Dementia is an innovative educational programme in the UK whereby students learn about the condition directly from a two-year longitudinal contact with a person living with dementia and their families. There is evidence that such programmes have positive outcomes for students in terms of improved attitudes and knowledge, however, students' evaluations of these programmes are scarce.
To understand the satisfaction of the students taking part in Time for Dementia and their perceptions of the programme.
A cross-sectional survey, with Likert responses, was completed to assess overall levels of satisfaction for students enrolled in Time for Dementia. 1,225 students consented and completed the satisfaction survey at five universities in England. Factors that might predict satisfaction were explored using multiple regression analysis. A qualitative framework thematic analysis explored the best aspects of the programme and possible improvements, as recorded by student responses to open text questions.
78% of students agreed or strongly agreed that Time for Dementia had increased their knowledge of psychosocial issues, and 69% enjoyed the programme. The multiple regression analysis found satisfaction was statistically significantly higher for students who completed more visits; took part after the onset of the COVID-19 pandemic; were of Black or Asian ethnicities (compared to White British/European); and were relatively older. The themes related to the best aspects of the programme were that Time for Dementia provides relational learning, understanding the impact of dementia on family and thinking psychosocially. Improvements include preferred programme structure, the need for clarity of expectations and addressing barriers to learning.
This study supports the value of Time for Dementia as assessed by students. Key considerations to ensure satisfaction include the fidelity of programme experience and clear expectations.
在过去十年中，人们认识到本科医疗保健专业人员需要接受更好的痴呆症教育。“痴呆症时光”是英国一项创新教育计划，学生通过与痴呆症患者及其家人进行为期两年的纵向接触，直接了解这种疾病。有证据表明，此类计划在改善态度和知识方面对学生有积极成果，然而，学生对这些计划的评价却很少。
了解参加“痴呆症时光”计划的学生的满意度及其对该计划的看法。
完成了一项采用李克特量表回答的横断面调查，以评估参加“痴呆症时光”计划的学生的总体满意度。1225名学生同意并在英格兰的五所大学完成了满意度调查。使用多元回归分析探索可能预测满意度的因素。定性框架主题分析探讨了该计划的最佳方面以及可能的改进，这些内容记录在学生对开放式文本问题的回答中。
78%的学生同意或强烈同意“痴呆症时光”增加了他们对心理社会问题的了解，69%的学生喜欢该计划。多元回归分析发现，完成更多探访的学生、在新冠疫情爆发后参加的学生、黑人或亚洲族裔（与英国白人/欧洲人相比）的学生以及年龄相对较大的学生，其满意度在统计学上显著更高。与该计划最佳方面相关的主题是，“痴呆症时光”提供了关系性学习、理解痴呆症对家庭的影响以及从心理社会角度思考。改进方面包括更喜欢的计划结构、期望明确的必要性以及解决学习障碍。
本研究支持学生对“痴呆症时光”计划价值的评估。确保满意度的关键考虑因素包括计划体验的保真度和明确的期望。
