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Interprofessional Dementia Education in Pre-Registration Healthcare Students: A Systematic Review
Molly Hebditch1, Stephanie Daley1, Pamela Rae2
1Centre for Dementia Studies, Brighton and Sussex Medical School, Trafford Centre, University of Sussex, Brighton, East Sussex, UK.
International Journal of Geriatric Psychiatry
|May 16, 2026
Summary
Interprofessional dementia education for healthcare students shows promise in improving collaborative skills and knowledge. However, current evidence is limited by low-quality studies, necessitating further research on long-term impacts.
Area of Science:
- Healthcare Education
- Interprofessional Collaboration
- Dementia Care
Background:
- High-quality dementia care relies on interprofessional collaboration.
- Healthcare training is crucial for developing these collaborative skills.
- Interprofessional dementia education presents a key training opportunity.
Purpose of the Study:
- To review evidence on interprofessional dementia education for undergraduate students.
- To assess impacts on collaborative practice outcomes.
Main Methods:
- Systematic literature search (post-2014) across eight databases.
- Inclusion of studies on interprofessional dementia education interventions in undergraduate settings.
- Narrative synthesis of 11 included papers with data quality assessment.
Main Results:
- Four studies showed improved student attitudes towards interprofessional collaboration.
- Seven studies indicated increased student knowledge or perceived skills in collaboration.
- No evidence found for changes in student behavior, patient outcomes, or organizational practice.
Conclusions:
- Dementia interprofessional education may enhance interprofessional competencies.
- Evidence quality is weak due to low methodological rigor and varied interventions.
- Further rigorous research is needed on long-term impacts on practice and service delivery.
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