Impact of educational interventions on health-care professionals’ knowledge and practices in dementia detection and management: A systematic review

Background: Dementia is a global challenge, but one that is hampered by inadequate knowledge and skills among health care professionals (HCPs). Objectives: This study aims to scope the range of interventions available for HCPs to improve their knowledge, diagnosis, and management of dementia. The scoping review was conducted to determine the extent of the interventions in terms of scope, intensity, duration, geographical areas represented, and methodologies used. Research design and methods: Online databases were used to identify papers published 2000–2024. We included studies that contained keywords relating to educational interventions that focused on health professionals’ knowledge, detection, and management of dementia. Additional papers were obtained through citation searches and by examining the reference lists. Results: Thirty-one articles, the majority from developed countries, were included in this review. Collaborative practice-based workshops, community-based interactive learning activities, and multimodal educational programs were the most effective interventions. Educational interventions are linked to HCPs’ confidence levels and are an essential step in understanding dementia characteristics, causes, risks, and paths to health promotion. Conclusions: HCPs can benefit from models that emphasize interdisciplinary approaches to knowledge, detection, and management of dementia. The potential to adapt successful models for use in developing countries is a challenge for the future.

The aim of this review was to synthesize the aggregated studies aimed at improving health care knowledge, detection practices and management of dementia among healthcare professionals (HPs). Healthcare professionals play a key role in the detection and management of dementia. However, there is a gap in the literature as to what represents best practice with regard to educating HPs in this area. We searched citation index Google scholar, Scopus and Pub Med, Medline, were searched for relevant articles from 2000-2019 without data limit. Inclusion criteria were (1) intervention studies aimed at improving HPs practices concerning dementia care (2) the educational intervention focused on knowledge, detection practice and management of dementia, and (3) peer-reviewed and written in English. Of 4968 articles identified, only 13 articles (six GPs, two clinical/organization care based, one nurse, one physician and affiliated staff and one with physician, manager and therapists based studies) were suitable for inclusion and these all were from developed countries. Seven studies were randomized controlled trials (RCTs), 1 prospective, 2 GPs and supervisors intervention, 1 cohort study, and 2 clinical /organizational care services clustered randomized study. Overall, the methodological quality of these studies was poor, particularly with regard to the methods utilized and sample sizes however, combined programs of, practice based workshops with community and multi-faced educational program were the most effective. The continuous educational intervention program can improve the health professionals’ diagnosis and management knowledge, confidents and negative perception of dementia. HPs should be Interventions Aimed at Improving Knowledge, Detection Practices and Management of Dementia among Health Professionals. Dr. Pushkar Singh Raikhola1 Dr. Krishna Prasad Pathak2 Tara Gaire3 1 Monitoring Directorate, Tribhuban University, Nepal 2 Nepal Open University, Nepal. Alzheimer Related Dementia Society Nepal. 3 Department of Nursing, Innovative health science college THE SAPTAGANDAKI JOURNAL 2055 B.S. Review Article148 The Saptagandaki Journal / Vol.Xi / Issue 11/ November 2020 / ISSN 2594-3243 (Print) supported to improve their knowledge, tackle behavioral problems associated with dementia, be made aware of services and be enabled to engage in more early diagnosis in primary care. Further intervention program should address the cultural change to facilitate long term improvements. Educational intervention program is crucial to the health professionals to get close to the diagnostic confidence.

The challenges of COVID-19 for people with dementia with Lewy bodies and family caregivers.

Comparison of Computerized and Paper-and-Pencil Memory Tests in Detection of Mild Cognitive Impairment and Dementia: A Systematic Review and Meta-analysis of Diagnostic Studies

Early detection and management of dementia in primary care are difficult problems for practitioners. England's National Dementia Strategy 2009 seeks to improve these areas but there is limited evidence on how to achieve this most effectively. This review aims to identify and appraise empirical studies of interventions designed to improve the performance of primary care practitioners in these areas. A narrative review of primary-care based studies. Publications up to February 2010 were identified by searching the electronic databases MEDLINE, Embase, and PsycINFO, and bibliographies. The criterion for inclusion was that studies had to be of interventions aimed at improving detection or management of dementia in primary care. Exclusion criteria included studies in non-English publications, pharmacological interventions, and screening instrument studies. Quality was assessed using the PEDro (Physiotherapy Evidence Database) scale. Fifteen studies were identified, of which 11 were randomised controlled trials. Eight reported educational interventions, and seven trialled service redesign, either by changing the service pathway or by introducing case management. Educationally, only facilitated sessions and decision-support software improved GPs' diagnosis of dementia, as did trials of service-pathway modification. Some of the case-management trials showed improved stakeholder satisfaction, decreased symptoms, and care that was more concordant with guidelines. The quality of the studies varied considerably. Educational interventions are effective when learners are able to set their own educational agenda. Although modifying the service pathway and using case management can assist in several aspects of dementia care, these would require the provision of extra resources, and their value is yet to be tested in different health systems.

Objective To test the effectiveness of educational interventions in improving detection rates and management of dementia in primary care.Design Unblinded, cluster randomised, before and after controlled study.Setting General practices in...

Dementia is frequently unrecognized and under-reported by health care providers. The needs of an aging population increase the burden on an already over-worked primary care system that is often without the appropriate training, resources, and reimbursement to address the growing number of people with cognitive decline in the US. In this symposium we present a systems-wide approach within University of Washington (UW) Primary Care to increase awareness of early signs and symptoms, detection of cognitive impairment, and support of providers, patients and caregivers that will ultimately improve outcomes of care. This quality improvement (QI) program integrates stakeholder-selected components of the GSA KAER (Kickstart-Assess-Evaluate and Refer) Model and Toolkit (2020 Edition), developed by the Gerontological Society of America (GSA), into primary care practice. We describe content and logistics of a continuing education intervention for primary care providers and clinical staff to increase skills for evaluation and management of dementia. Working with UW clinic managers and information technology (IT), we have developed a pragmatic system for streamlining operations and documenting care utilizing newly developed interdisciplinary workflows and electronic health record order sets. Using input from our Community Advisory Board, we explain development of a web-based resource directory to be used in-clinic and at home to support providers, staff, patients, families, and caregivers across cognitive changes. Strategies presented here are aimed to help other health care systems initiate steps to integrate KAER and other tools into a practical QI program for improving detection and management of dementia through support of primary care.

The prevalence of dementia in the United Kingdom will have risen from the current 600 000 to 1.2 million by 2050, increasing the already considerable financial and social burdens of...

A missed detection of prodromal dementia may be the worst enemy of a timely diagnosis

Like many other states in the United States, Tennessee is projected to see a 45% increase in residents over the age of 75 by 2040. Further, a projected 29‐fold increase in geriatricians will be required to meet care demands within the state. This impending situation will significantly limit access to timely dementia diagnoses and delay essential treatments, care planning, and support services. Research suggests investing in the broader primary care workforce, mainly through collaborative care models, can enhance health outcomes for individuals with dementia and reduce healthcare costs. The Tennessee Dementia ECHO program has been developed to address the critical need for a well‐prepared dementia care workforce in Tennessee. Launched in September 2024, the Tennessee Dementia ECHO program is a 12‐week tele‐mentoring initiative to improve primary care clinicians' and other healthcare professionals' knowledge, skills, and confidence in dementia care. Each one‐hour weekly session includes an expert‐led didactic presentation and an interactive case‐based discussion. Topics covered include dementia diagnosis, cognitive screening, medication management, addressing behaviors, and coordinating interdisciplinary care. The program attracted 63 participants from diverse healthcare roles, fostering a collaborative learning environment and building a network of dementia care providers across Tennessee. Participants were surveyed on their knowledge and confidence levels before and after each session, with results showing an average 50% increase in confidence, underscoring the program's effectiveness in empowering healthcare professionals. To aid rural healthcare providers, the ECHO program will create a registry of all providers who have completed the program and co‐design an electronic forum for continued education and collaboration. The Tennessee Dementia ECHO program demonstrates how targeted educational interventions can bridge workforce gaps, promote early detection and management of dementia, and improve health outcomes for older adults and their families. By continuing to expand and refine this initiative, Tennessee can serve as a model for other regions facing similar challenges.

Primary care is increasingly tasked with early detection, diagnosis, and management of dementia. Despite policy initiatives, education investments, and development of diagnostic and care pathways in Australia and globally, dementia care in primary care settings remains sub-optimal. This study is part of a bigger project titled Facing Dementia Together, comprising a primary care practice change program and a public help-seeking campaign, aimed at improving timely detection and management of dementia in primary care. A core element of intervention research is understanding the context in which the intervention is to be developed, implemented and evaluated. The aim of this study is to identify current practice and barriers to dementia identification, diagnosis and management in primary care in two regions in Australia. A qualitative design with semi-structured interviews was used. The interview guide was informed by projective techniques using hypothetical scenarios. A convenience sample of 18 key primary care stakeholders were recruited through the Western Victoria and Western Sydney Primary Health Networks located in two different states of Australia. Data was thematically analysed following Braun and Clarke’s six steps of thematic analysis The socioecological model was used to guide the development of themes. Four themes described current primary care practitioner practices in dementia diagnosis and management (1) Family concern triggers dementia investigation (2) GPs delay conversations about dementia (3) Completing routine cognitive assessments in the 75+ health assessment, and (4) Variability in post-diagnostic care. Barriers to identifying, diagnosing, and managing dementia were organised according to the levels of the socioecological framework: ‘There is not much we can do’ (individual), ‘A difficult conversation’ (Interpersonal), ‘Hierarchy affects team communication’ (Organisational), ‘It’s hard to get services’ (Community) and ‘If it’s not financially viable, it won’t be done’ (Policy). Enhancing care for people living with dementia and their carers requires multifaceted interventions that not only strengthen the capability and motivation of primary care practitioners, but also address intrapersonal, community, organisational, and policy-related challenges. The findings of this study inform the Facing Dementia Together primary care practice change intervention to improve early dementia diagnosis and management in primary care.

Dementia disproportionately affects individuals in low- and middle-income countries (LMICs), yet diagnostic capabilities there are often inadequate. This study assesses the impact of a structured training program for primary care physicians (PCPs) in Cuba to improve early dementia detection. We conducted a cluster-randomized trial involving 16 primary care clinics, randomizing them into intervention and control groups (CGs). The intervention group (IG) received comprehensive training on dementia diagnosis and management. The effectiveness was measured through changes in diagnosis rates and PCP diagnostic confidence over a 12-month period. The IG demonstrated a significant improvement in PCP confidence and dementia diagnosis rates compared to baseline and the CG. Comparisons of clinic-based and community-based dementia prevalence highlighted the effectiveness of the intervention. Structured training can significantly enhance the capabilities of PCPs in LMICs for early dementia detection. Ongoing training and integration into health systems are critical for sustaining these improvements. This study developed and implemented a tailored training program for PCPs to specifically enhance their skills in dementia diagnosis. We used the 10/66 dementia protocol to benchmark and validate the effectiveness of the training program against community-based prevalence rates. In a cluster-randomized trial, we observed a significant post-training increase in dementia detection in primary care settings. Similar programs may address healthcare disparities by demonstrating the feasibility and impact of educational interventions in resource-constrained settings. We provide evidence-based recommendations for scaling similar training programs across other LMICs to improve dementia care globally.

Background:Knowledge, attitude, practice (KAP)-based educational intervention is an important tool to reduce underreporting of adverse drug reactions (ADRs). Hence, this study aimed to assess the KAP of doctors and nurses working in medicine and allied departments of Jawaharlal Institute of Postgraduate Medical Education and Research on spontaneous reporting of ADRs, following an educational intervention. The study also compared the quantity of ADRs reported before and after 1 year of introducing the educational intervention.Methodology:The study was a cross-sectional questionnaire-based study involving doctors and nurses working in a tertiary care hospital in South India. A predesigned structured questionnaire was prepared to suit our ADR monitoring center, validated and then distributed to doctors and nurses working in medicine and allied departments of the institute. The study participants were asked to fill KAP pretest questionnaire followed by interactive educational intervention and post-test questionnaire related to KAP after 1 year. The impact of educational intervention among doctors and nurses was evaluated by their response to the post-test questionnaire and the number of ADR reported after intervention. The appropriate statistical analysis was used through Graph Pad InStat version 3.0.Results:A total of 235 health-care professionals were involved in the pre-KAP questionnaire, an educational intervention, and post-KAP questionnaire. Among them, doctors were 39%, and nurses were 61%. The overall response rate among doctors and nurses following educational intervention was statistically significant (P < 0.0001). Following the educational intervention, the quantity of ADR reported became double compared to pre-intervention.Conclusion:The KAP of health-care professionals improved following educational interventional program on pharmacovigilance. Continued educational intervention may inculcate ADR reporting culture among health-care professionals.

People with dementia often experience oral health problems, and challenges have been identified in managing oral health within this population. Although qualitative studies have explored these challenges from the perspectives of patients, caregivers, and healthcare professionals, there remains a lack of studies that synthesize perceptions and experiences of oral health management from multiple perspectives across diverse contexts. This study aimed to address this gap through a qualitative systematic review. A comprehensive literature search was conducted across eleven databases, covering their inception through July 2025, to identify relevant qualitative studies. Gray literature search was conducted using OpenGrey, Google, and Google Scholar. Hand searches of the reference lists of the included studies were conducted. The Critical Appraisal Skills Programme checklist for qualitative studies was applied to measure the quality of the studies. Data were extracted and analyzed using thematic synthesis. The degree of confidence in the findings was evaluated using the Grading of Recommendations Assessment, Development, and Evaluation Confidence in Evidence approach. A total of 15 studies were included, and three themes were identified: (1) realizing the importance of oral health in dementia as an evolving process, (2) acknowledging the distinct needs of oral health management in dementia, and (3) developing oral health management in dementia across multiple domains. This study reveals stages in dementia oral health management and highlights its unique needs. Future studies should address these unmet oral health needs and explore how caregivers and healthcare professionals can more effectively support oral health management in both clinical practice and research.

Background: The medical devices sector in India plays a crucial role in the country's healthcare system, ranging from simple bandages to complex devices like CT scans. Materiovigilance is a system for monitoring adverse events related to medical devices. The program empowers healthcare professionals to report adverse events, ensuring patient safety and improving the overall quality of healthcare through systematic surveillance and data analysis. Objective: To assess knowledge, attitude and practice of healthcare professionals toward materiovigilance and evaluate the impact of an educational intervention on these aspects. Methods: A cross-sectional prospective questionnaire study was conducted for a period of six months at a tertiary care teaching hospital with a sample size of 307 healthcare professionals. Healthcare professionals from Medical, Nursing, Pharmacy, Dental and Physiotherapy were included in the study. Base line data was collected by administering questionnaire. Educational intervention was provided to the same study participants and post interventional data was also collected. Chi-square test was used to test the significance of impact of educational intervention. Results: The collected data showed that 94.46% (290) were under the age group of 18-28. Before the intervention, only 36.16% (141) were aware of the term materiovigilance which increased to 100% (307) after the intervention. Before the intervention, 65.47% (201) did not know where the NCC of MvPi is located and 16.94% (52) gave the wrong answer, whereas after the intervention 88.6% (272) participants gave the right answer. Conclusion: Our study identified a significant knowledge gap in materiovigilance among healthcare professionals before the educational intervention. After the intervention, participants demonstrated a substantial increase in their knowledge and awareness of medical device-related adverse events (MDAEs).