Dementia Care Certification Program

Learner Evaluation of a Four-Month Dementia Care Certification Program: A Mixed-Methods Study 

Introduction: Dementia care requires competencies beyond caregiving and health-professional education. In response to the need for dementia-specific education, the Institute for Dementia Care Asia developed the 15-module Dementia Care Certification (DCC) program, organized into three phases: Foundations of Dementia Care, Person-Centered Care, and the Ecology of Dementia Care. The program progresses from foundational to person-centered care and clinical, therapeutic, advanced, and palliative-care contexts.

Methodology: A mixed-methods evaluation followed the four-month DCC program delivered from February to June 2026. The program used synchronous and asynchronous learning. Asynchronous learning consisted of module releases through Google Classroom for self-directed study of materials, activities, and assessments. This was complemented by three synchronous sessions after each phase, providing discussion, clarification, and interaction. Learners completed an evaluation comprising: (a) 16 statements assessing course content, materials, and instruction using a Likert scale; (b) an overall rating and recommendation; and (c) four open-ended questions. Quantitative data were analyzed using descriptive statistics and consistency analysis; qualitative responses were analyzed thematically. Results: Thirty learners completed the evaluation. The scale showed internal consistency (Cronbach’s α=0.93). Mean scores were 4.84/5 for course content, 4.73/5 for presentation and materials, and 4.76/5 for instruction; agreement ranged from 94.7% to 98.1%. All respondents considered content relevant to their dementia-care role. Mean overall rating was 9.34/10 (n=29), with 82.8% rating 9–10. Twenty-nine respondents would recommend the course; one answered “maybe.” Learners valued case scenarios, practical examples, quizzes, summaries, and explanations. Suggested improvements included deeper coverage of assessment tools, pharmacological and advanced-dementia care, more synchronous interaction, livelier narration, and reduced information density.

Conclusions: Learners perceived the DCC as highly relevant, acceptable, and applicable. Its case-based design was a key strength. Future iterations should deepen applied clinical content, streamline materials, and increase interactive and human-centered delivery. Pre-post assessments are needed to determine knowledge and competency gains.