Introduction The prevalence of dementia is increasing and yet healthcare professionals (HCP) do not always have sufficient education and training to deliver optimal care for patients with dementia (PWD). There is an evidence base as to how to deliver effective undergraduate education about dementia but this is infrequently integrated into the medical curriculum. Methods We undertook a realist synthesis to review the barriers to integrating effective interventions on dementia into the medical curriculum. A realist synthesis differs from a traditional systematic review in terms of explaining how interventions might succeed (or not) in a particular context, involving iterative cycles of literature review and synthesis to develop and refine a ‘programme theory’ (PT). Results We analysed and synthesised twenty relevant studies of undergraduate educational interventions on dementia to identify common themes. We constructed an ‘initial programme theory’ (IPT) to illustrate the contexts where teaching on dementia occurs and outline four main categories of barriers to curriculum integration: culture, concern for patient welfare, student attitudes, and logistics. Conclusion We have identified key barriers to implementation of undergraduate education about dementia, and potential mechanisms to overcome them. The next stage of our realist synthesis is to gather stakeholder feedback on the validity of the IPT before returning to the next cycle of literature review to refine and finalise our PT. This model will serve as a guide for those aiming to successfully integrate effective education about dementia into the medical curriculum.

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2238 如何将有效的痴呆教学纳入本科医学课程？现实主义评论


简介 痴呆症的患病率正在增加，但医疗保健专业人员 （HCP） 并不总是有足够的教育和培训来为痴呆患者 （PWD） 提供最佳护理。关于如何提供有效的痴呆症本科教育，有证据基础，但这很少被纳入医学课程。方法 我们进行了现实主义综合，以回顾将痴呆的有效干预措施纳入医学课程的障碍。现实主义综合与传统的系统综述不同，它解释了干预措施在特定情况下如何成功（或失败），涉及文献综述和综合的迭代循环，以发展和完善“程序理论”（PT）。结果 我们分析和综合了 20 项本科教育干预对痴呆的相关研究，以确定共同主题。我们构建了一个“初始课程理论”（IPT）来说明痴呆教学发生的背景，并概述了课程整合的四大类障碍：文化、对患者福利的关注、学生态度和后勤。结论 我们已经确定了实施痴呆本科教育的主要障碍，以及克服这些障碍的潜在机制。我们现实主义综合的下一阶段是收集利益相关者对 IPT 有效性的反馈，然后再返回下一个文献综述周期以完善和最终确定我们的 PT。该模型将为那些旨在将痴呆症的有效教育成功整合到医学课程中的人提供指导。