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Abstract
The global population is ageing and consequently cognitive problems are increasingly prevalent. To ensure that the healthcare needs of this complex group are met, healthcare professionals must receive adequate training in this field. There are, however, a variety of reasons why this is not currently being achieved, including, but not limited to: ethical and logistical issues relating to the delivery of educational experiences involving cognitively impaired patients; a failure of curricula to keep pace with the changing demographic; societal and institutional ageism; and the inherent complexity of the conditions. This article highlights challenges associated with the delivery of such training to medical undergraduates and presents strategies to tackle these. Drawing on current evidence where available, the 12 tips below offer educators practical advice on how to maximize the value of medical undergraduates’ educational experiences with cognitively impaired patients.
Disclosure statement
The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.
Notes on contributors
James Michael Fisher, MBBS MRCP MClinRes DipMedEd MD is a Consultant Geriatrician at Northumbria Healthcare NHS Foundation Trust, UK. He co-founded the Association for Elderly Medicine Education (AEME).
Ellen Tullo, MBBS MA MRCP DipMedEd is a lecturer in ageing at Newcastle University School of Biomedical Sciences, and Honorary Lecturer in geriatric medicine at Northumbria Healthcare NHS Foundation Trust, UK.
Kwong Chan, PhD MA(Life and Death Studies) Adv Dip Holistic Counselling MD is a Senior Lecturer at Griffith University School of Medicine. He is the Stream Lead for History and Communication Skills Stream and the Course Convener for Human Skills for Medicine.
Andrew Teodorczuk, MBChB MRCPsych DipClinED MD is an Associate Professor in Medical Education at Griffith University. Previously he worked as an Old Age Psychiatrist in the UK.