Improving caregiver education about dementia through the science of learning
TL;DR
Results showed that caregivers in the retrieval practice condition outperformed those in the rereading condition at both immediate and delayed testing, indicating that retrieval practice is a more effective learning strategy for supporting caregiver knowledge.
Abstract
Informal caregivers provide essential support to individuals living with Alzheimer’s Disease and Related Dementias (ADRD), yet many experience gaps in knowledge about behavioral and psychological symptoms of dementia (BPSD). Existing caregiver psychoeducational interventions have been developed, but they often rely on passive learning methods that may not support long-term retention or application of information. This study applies principles from the science of learning, specifically structured retrieval practice with corrective feedback, to improve caregiver education about BPSD. Retrieval-based learning is used given its demonstrated ability to strengthen learning and improve retention over time. Using a randomized experimental design, 68 caregivers were assigned to either structured retrieval practice or self-paced study and assessed on immediate and delayed knowledge retention, caregiver self-efficacy, and perceived symptom severity. Results showed that caregivers in the retrieval practice condition outperformed those in the rereading condition at both immediate and delayed testing, indicating that retrieval practice is a more effective learning strategy for supporting caregiver knowledge. These findings highlight the importance of incorporating evidence-based learning strategies into caregiver education to improve long-term retention and application in complex caregiving contexts, ultimately improving care for caregivers and individuals living with dementia.