The Effects of an Experiential Learning and Mentorship Program Pairing Medical Students and Persons with Cognitive Impairment: A Qualitative Content Analysis

The United States population is aging rapidly and with it a tremendous rise in the number of people with dementia. In the future, as now, physicians and other health care professionals will likely provide the majority of health care for older people and those with dementia. The non-geriatric trained workforce must have the attitudes, knowledge and skills needed to provide high quality care for this aging and increasingly cognitively impaired population. There is evidence that prevailing stigma regarding older adults can be modified with experiential opportunities early in students\u27 career. Few of these programs are aimed at persons with dementia. The purpose of this study was to obtain an understanding of the impact of an experiential learning and mentorship program with persons diagnosed with early stage dementia on first year medical students. This study is a qualitative content analysis of medical students\u27 narrative reflections following their interaction and activity with a person with dementia over the course of an academic year. The study utilizes the theoretical frameworks of Gordon W. Allport\u27s (1954) contact hypothesis, theories of personhood, and the social constructionist view of the self within an interpretivist/constructivist paradigm. This study gives insights about what the students experienced over the course of the year; that is, (a) seeing the person with dementia as a mentor: (b) expressing a range of feelings regarding the relationship from discomfort to enjoyment, friendship and increasing comfort over time: (c) demonstrating perceptions of mood and development of empathy toward the person with dementia; (d) recognizing and learning the various symptoms manifested in persons with dementia; (e) developing an awareness of their preconceptions and changing attitudes, along with their own emotional response to the experience; and (f) understanding the family caregivers\u27 experience through interaction. It was ultimately concluded that this experiential program served to influence first-year medical students\u27 understanding of persons with dementia, providing them with a more holistic view of the person and family and challenging and altering students\u27 preconceptions of dementia and what it is like to live with it. Implications for social workers are discussed along with the study limitations and next steps for future research

Medical student education program in Alzheimer’s disease: <it>The PAIRS Program</it>

<p>Abstract</p> <p>Background</p> <p>As life expectancy increases, dementia incidence will also increase, creating a greater need for physicians well-trained to provide integrated geriatric care. However, research suggests medical students have limited knowledge or interest in pursuing geriatric or dementia care. The purpose of this study is to evaluate the <it>PAIRS Program</it> and its effectiveness in enhancing medical education as a service-learning activity and replication model for the Buddy Program^TM.</p> <p>Methods</p> <p>Between 2007 and 2011, four consecutive classes of first year Boston University School of Medicine students (n = 45; 24 ± 3 years, 58% female, 53% White) participated in a year-long program in which they were paired with a patient with early-stage Alzheimer’s disease (AD). Assessments included pre- and post-program dementia knowledge tests and a post-program reflective essay.</p> <p>Results</p> <p>Program completion was 100% (n = 45). A paired-sample <it>t</it>-test revealed a modest improvement in dementia knowledge post-program (p < 0.001). Using qualitative coding methods, 12 overarching themes emerged from the students’ reflective essays, such as observing care partner burden, reporting a human side to AD, reporting experiences from the program that will impact future clinical practice, and obtaining a greater understanding of AD.</p> <p>Conclusions</p> <p>Quantitative and qualitative findings suggest that the <it>PAIRS Program</it> can enhance the acquisition of knowledge, skills, and positive attitudes regarding geriatric healthcare in future generations of physicians, a skill set that is becoming increasingly relevant in light of the rapidly aging population. Furthermore, results suggest that The Buddy Program^TM model can be successfully replicated.</p

Willingness to Be a Brain Donor: A Survey of Research Volunteers From 4 Racial/Ethnic Groups

IntroductionRacial and ethnic groups are under-represented among research subjects who assent to brain donation in Alzheimer disease research studies. There has been little research on this important topic. Although there are some studies that have investigated the barriers to brain donation among African American study volunteers, there is no known research on the factors that influence whether or not Asians or Latinos are willing to donate their brains for research.MethodsAfrican American, Caucasian, Asian, and Latino research volunteers were surveyed at 15 Alzheimer Disease Centers to identify predictors of willingness to assent to brain donation.ResultsPositive predictors included older age, Latino ethnicity, understanding of how the brain is used by researchers, and understanding of what participants need to do to ensure that their brain will be donated. Negative predictors included African/African American race, belief that the body should remain whole at burial, and concern that researchers might not be respectful of the body during autopsy.DiscussionThe predictive factors identified in this study may be useful for researchers seeking to increase participation of diverse ethnic groups in brain donation