Intergenerational Learning as a Model to Translate Dementia Science into Community Action

 

The Lancet Commission identified 14 modifiable risk factors for dementia onset, where 45% of cases could be prevented or delayed.1 Additionally, the US POINTER study found structured interventions to improve cognitive ability.2 There remains a gap between scientific knowledge and public awareness. Community-engaged education may improvement understanding of dementia risk reduction and promote health behaviors among senior citizens. 

 

A college-level course was developed where undergraduates learned chemical mechanisms of 14 Dementia Risk Factors (Lancet, 2024) and led weekly, interactive sessions at a local senior center. Senior citizens were surveyed on their confidence about each risk factor pre and post student-led lesson. 

Student reflection themes:

Recognition of health disparities, impact of community-engagement, relationship building, science communication, greater understanding of dementia 

Activity examples: tai chi session, sleep apnea bingo, small-group discussion, fresh produce pickup, nutritional exercises, blood pressure screenings, air pollution catcher, experiments

Community-engaged chemistry education can serve as a bidirectional model for translating dementia prevention science into accessible public health interventions while simultaneously training future physicians and scientists in science communication and community partnership.

Lessons learned: 

 

Taylor Tomlinson
TLT@sas.upenn.edu
University of Pennsylvania Chemistry Department & Netter Center for Community Partnerships

Provost’s Graduate Academic Engagement Fellow

Abstract Control  

Future: expand to additional senior centers, develop culturally tailored interventions, measure long-term behavior change, collaborate with Philadelphia Corporation of Aging (PCA) and Pennsylvania State Alzheimer’s Disease and Related Dementias (ADRD) office