DEMENTIA-CAPABLE WORKFORCE - Outcomes of a Scalable IPE Dementia Curriculum for Health Profession Students

Q: What curriculum components were included in the scalable IPE dementia program?

The curriculum used two asynchronous modules covering brain health, early detection, and IPE principles, plus a virtual IPE Day featuring case-based, team-oriented learning.

Q: What improvements were observed after completing the curriculum?

Statistically significant gains were found in ADRD knowledge and preparedness to support families, along with improvements across five IPE competency domains including communication, collaboration, roles and responsibilities, patient-centered care, and team functioning/conflict management.

Sep 29, 2026

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Health professional students require enhanced training in Alzheimer’s Disease and Related Dementias (ADRD) and interprofessional collaboration to address workforce gaps in dementia-capable care. An online interprofessional education (IPE) curriculum was developed and evaluated at a Texas university for nursing, medicine, pharmacy, social work, and speech-language pathology students, using two asynchronous modules and a virtual IPE Day. Pre- and post-surveys measured ADRD knowledge and IPE competencies. Significant improvements were observed in ADRD knowledge and family-support preparedness, alongside gains across five IPE competency domains, with qualitative feedback supporting feasibility and impact.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages1

Reading Time3 min

AccessFree to download

Background and Curriculum Development

Modules and Virtual IPE Day Design

Evaluation Methods

Survey Measures and Qualitative Feedback

Outcomes and Findings

ADRD Knowledge and Preparedness

IPE Competency Domain Improvements

Participant Perceptions and Themes

1224 Innovation in Aging, 2025, Vol. 9, No. S2 attitudes, and IPE competencies using validated scales. Qualitative feedback was collected through open-ended responses and analyzed thematically. Of 58 students enrolled, 42 completed both modules and 30 participated in the IPE Day. Statistically significant improvements were observed in ADRD knowledge (mean increase = 1.43, p < .001) and preparedness to support families (1.49, p < .001). Significant gains were also found across five IPE competency domains: communication (mean increase = 0.48, p = .003), collaboration (0.53, p < .001), roles and responsibilities (0.43, p = .005), patient-centered care (0.50, p = .002), and team functioning and conflict management (0.39, p = .001) . Over 90 percent of participants agreed the curriculum supported their learning and professional development. Qualitative analysis revealed five themes: students valued active learning strategies, clinical relevance, and self-paced flexibility, while identifying opportunities for greater interprofessional integration and extended simulation time. These findings support the feasibility and impact of brief, scalable virtual IPE curricula to enhance dementia care competencies and provide implications for interprofessional curriculum design in ADRD education and training. Abstract citation ID: igaf122.4094 DEMENTIA-CAPABLE WORKFORCE: OUTCOMES OF A SCALABLE IPE DEMENTIA CURRICULUM FOR HEALTH PROFESSION STUDENTS Jung Kwak1, Veronica Young2, Lauren El-Assad2, Kwaku Duah Oppong2, Sydney Silverman2, and Alyssa Aguirre3, 1. University of Texas-Austin, Austin, Texas, United States, 2. The University of Texas at Austin, Austin, Texas, United States, 3. The University of Texas at Austin Dell Medical School, Austin, Texas, United States Health professional students require enhanced training in Alzheimer’s Disease and Related Dementias (ADRD) and interprofessional collaboration to address workforce gaps in dementia-capable care. We developed and evaluated an online interprofessional education (IPE) curriculum for students in nursing, medicine, pharmacy, social work, and speech-language pathology at a university in Texas. The curriculum included two asynchronous modules (brain health, early detection, and IPE principles) and a virtual IPE Day with case-based, team-oriented learning. Pre- and post-surveys assessed ADRD knowledge,

FAQs

What curriculum components were included in the scalable IPE dementia program?

The curriculum used two asynchronous modules covering brain health, early detection, and IPE principles, plus a virtual IPE Day featuring case-based, team-oriented learning.

How were learning outcomes assessed in the study?

Pre- and post-surveys measured ADRD knowledge and IPE competencies using validated scales, and qualitative feedback was collected through open-ended responses analyzed thematically.

What improvements were observed after completing the curriculum?

Statistically significant gains were found in ADRD knowledge and preparedness to support families, along with improvements across five IPE competency domains including communication, collaboration, roles and responsibilities, patient-centered care, and team functioning/conflict management.

Sep 29, 2026

Upload by Bulrr