Enhancing Interprofessional Competency and Dementia Knowledge Through an Online Alzheimer’s Disease and Related Dementia Curriculum
Background: Alzheimer’s Disease and Related Dementias (ADRD) require coordinated, person- and family-centered care. Yet, interprofessional education (IPE) on chronic disease management remains underutilized in health professions training. This project aimed to develop and evaluate an online IPE curriculum to improve students’ knowledge, attitudes, and collaborative skills in ADRD and interprofessional care, while centering the lived experiences of individuals, families and caregivers affected by dementia.
Design: A mixed-methods evaluation was conducted with undergraduate and graduate students from various disciplines with a focus on nursing, medicine, pharmacy, social work, and communication at The University of Texas at Austin. The curriculum included three asynchronous modules (introductory IPE, brain health and risk reduction, early detection and treatment) and a synchronous IPE Day, which focused on case-based learning and application. Case scenarios were informed by real-world caregiving experiences, and information about how dementia uniquely impacts marginalized populations was provided. Pre- and post-surveys assessed attitudes, ADRD knowledge, and interprofessional competencies using validated tools (e.g., ICCAS). Authors included student collaborators, and the curriculum was designed with interprofessional clinicians. Quantitative data were analyzed using paired t-tests; qualitative feedback was collected through open-ended survey responses.
Results: Of 58 enrolled students, 42 completed both modules and 30 participated in the IPE Day. The sample was racially and ethnically diverse (31% Asian, 7% Black, 28% Hispanic/Latino). Statistically significant improvements were observed in ADRD knowledge (Δ = 1.43, p < .001), preparedness to support families (Δ = 1.49, p < .001), and understanding of professional roles (Δ = 1.29, p < .001). Interprofessional competencies also improved significantly across domains such as communication (e.g., expressing ideas clearly, Δ = 0.65, p = .004), collaboration (e.g., seeking team input, Δ = 0.76, p < .001), and patient-centered care (e.g., whole-person care, Δ = 0.54, p = .007). Over 90% of participants rated the modules and IPE Day as well-organized, relevant, and applicable to their professional development.
Conclusion: The ADRD-focused IPE curriculum was feasible, well-received and effective in enhancing measurable health outcomes in interprofessional competencies and dementia care knowledge. The curriculum demonstrates how IPE can prepare students for collaborative, person-centered dementia care.
Reflections: This project supports the Quadruple Aim by enhancing patient experience, improving population health, and strengthening team-based care. Key lessons included the importance of tailoring content to interprofessional contexts and providing case-based learning opportunities. Future iterations will expand patient and caregiver involvement in curriculum design and explore longitudinal impacts on clinical practice.