Student satisfaction of a dementia education intervention: a cross-sectional study of the time for dementia programme
Abstract Background 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 longitudi...
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| Language: | English |
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BMC
2025-06-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-025-07218-3 |
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| author | Stephanie Daley Molly Hebditch Georgia Towson Yvonne Feeney Sube Banerjee |
| author_facet | Stephanie Daley Molly Hebditch Georgia Towson Yvonne Feeney Sube Banerjee |
| author_sort | Stephanie Daley |
| collection | DOAJ |
| description | Abstract Background 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. Objectives To understand the satisfaction of the students taking part in Time for Dementia and their perceptions of the programme. Methods 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. Results 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. Conclusions 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. |
| format | Article |
| id | doaj-art-3176d74bcfd947a6916efb22263af19d |
| institution | DOAJ |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-3176d74bcfd947a6916efb22263af19d2025-08-20T03:10:39ZengBMCBMC Medical Education1472-69202025-06-012511910.1186/s12909-025-07218-3Student satisfaction of a dementia education intervention: a cross-sectional study of the time for dementia programmeStephanie Daley0Molly Hebditch1Georgia Towson2Yvonne Feeney3Sube Banerjee4Centre for Dementia Studies, Brighton & Sussex Medical School, University of SussexCentre for Dementia Studies, Brighton & Sussex Medical School, University of SussexCentre for Dementia Studies, Brighton & Sussex Medical School, University of SussexCentre for Dementia Studies, Brighton & Sussex Medical School, University of SussexFaculty of Medicine and Health Sciences, University of NottinghamAbstract Background 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. Objectives To understand the satisfaction of the students taking part in Time for Dementia and their perceptions of the programme. Methods 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. Results 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. Conclusions 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.https://doi.org/10.1186/s12909-025-07218-3Dementia educationExperts by experienceHealthcare studentsStudent satisfactionStudents, health occupations |
| spellingShingle | Stephanie Daley Molly Hebditch Georgia Towson Yvonne Feeney Sube Banerjee Student satisfaction of a dementia education intervention: a cross-sectional study of the time for dementia programme BMC Medical Education Dementia education Experts by experience Healthcare students Student satisfaction Students, health occupations |
| title | Student satisfaction of a dementia education intervention: a cross-sectional study of the time for dementia programme |
| title_full | Student satisfaction of a dementia education intervention: a cross-sectional study of the time for dementia programme |
| title_fullStr | Student satisfaction of a dementia education intervention: a cross-sectional study of the time for dementia programme |
| title_full_unstemmed | Student satisfaction of a dementia education intervention: a cross-sectional study of the time for dementia programme |
| title_short | Student satisfaction of a dementia education intervention: a cross-sectional study of the time for dementia programme |
| title_sort | student satisfaction of a dementia education intervention a cross sectional study of the time for dementia programme |
| topic | Dementia education Experts by experience Healthcare students Student satisfaction Students, health occupations |
| url | https://doi.org/10.1186/s12909-025-07218-3 |
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