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Dementia Diagnosis and Management in Primary Care

Developing and testing educational models

Department of Primary Care & Population Sciences, RFUCLMSs.iliffe{at}pcps.ucl.ac.uk

Jane Wilcock

Department of Primary Care & Population Sciences, RFUCLMS

Tony Austin

Centre for Health Informatics & Multiprofessional Education, UCL

Kate Walters

Greta Rait

Department of Primary Care & Population Sciences, RFUCLMS

Stephen Turner

Michelle Bryans

Centre for Social Research on Dementia, Dept. of Applied Social Science, University of Stirling

Murna Downs

Bradford Dementia Group, School of Health Studies, University of Bradford

Dementia presents a challenge for primary care and the advent of new therapeutic options has highlighted the need to improve its detection so that early decisions about medication use can be made. Efforts at earlier diagnosis should be targeted at primary care as the gateway to specialist health and social services. There is, however, evidence that dementia remains under-detected and sub-optimally managed in general practice throughout the world. This article reviews the obstacles to early recognition of dementia and the factors causing sub-optimal management in the community, and discusses educational approaches to enhancing professional skills in the recognition of and response to dementia. Three educational interventions with different characteristics and methods of delivery are described.

Key Words: adult learning • dementia • early diagnosis • problem-based learning • reflective practice

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