A survey of medical student education in dementia and delirium in Europe

To map the content, integration and pedagogical approaches used in dementia and delirium teaching withinmedical school curricula in Europe. Although dementia and delirium are included in most curricula, they are taught separately in half of instances. Teaching time is limited and mainly involves geriatricians, with infrequent interprofessional and experiential learning. Notable content gaps were also identified. Comprehensive and consistent dementia and delirium education is needed across European medical schools to equip future doctors to prevent, diagnose and manage these complex conditions. Knowledge of dementia and delirium is essential for all clinicians. This survey aims to map the teaching of these two topics in European medical school curricula, in terms of content, linked learning, and pedagogical approach. A bespoke online survey was circulated to educators within universities providing medical student programmes (direct entry or graduate entry) across Europe, championed by the European Geriatric Medicine Society (EuGMS) Special Interest Group members and contacts sourced through institutions’ websites. Responses (2024–2025) were limited to one per course. The final dataset comprised 64 courses across 62 universities, from 17 countries. Dementia and delirium featured in 95% of curricula, taught separately in about half of instances. Typical teaching time was 3–4 h for dementia and 1–2 h for delirium, concentrated in later course years, and mainly involving geriatricians. Fewer than one-in-four courses incorporated interprofessional learning, most commonly with nursing; involving people with lived experience was rare. Young-onset dementia and decision-making capacity and supports were absent in > 25% of courses, while medications for cognitive and non-cognitive symptoms of dementia were absent in 19% and 13%, respectively. Content gaps for both dementia and delirium included local or national guidelines, communication strategies, and environmental design. Patient–student interaction in the clinical environment pre-graduation was not universal (72–73%), with gaps reported in nine countries. While dementia and delirium are broadly included in participating European institutions’ medical student curricula, limited teaching time, infrequent interprofessional and experiential learning, and significant content gaps highlight the need for greater consistency and comprehensiveness to meet future healthcare needs.