Abstract

With dementia's rising global prevalence, understanding medical students' knowledge and attitudes towards it becomes pivotal in refining medical education. The aim of the study was to assess medical students' foundational understanding, sources of knowledge, perceived confidence, attitudes towards dementia care, and perceived barriers in managing dementia cases. Material and Methods: A comprehensive survey of 300 medical students was conducted, stratified by year of study and gender. The study explored various dimensions ranging from clinical knowledge, sources of knowledge, to attitudes and perceived barriers. Results: Foundational understanding of dementia was robust, with 70% correctly defining the condition. However, knowledge gaps were evident in specificities like Alzheimer's pathophysiology and contemporary treatments. The primary source of knowledge was the medical school curriculum (83.3%). Notably, students exhibited a progressive attitude, with many dismissing the notion of dementia as a mere consequence of aging. However, confidence levels in managing dementia cases varied, with many expressing only moderate confidence. Inter professional collaboration was recognized as crucial, though some roles like that of social workers were undervalued. A significant barrier highlighted was the perceived lack of adequate training (66.7%) and communication challenges with patients (56.7%). Conclusion: While medical students showcased a commendable foundational understanding, gaps in specific areas and practical confidence were evident. Enhancing the curriculum by integrating updated research and emphasizing hands-on training is recommended

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