ArticleFrontiers in public health2025
The curative-to-preventive perspective shift of medical students through community dementia programs: a qualitative study based on transformative learning theory.
Article in Frontiers in public health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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Who cites it
1 citing paper in PubMed.
- Factors Influencing Physical Activity Participation Among Older Adults: A Social Ecological Analysis of Sports-Medical Integration.Journal of multidisciplinary healthcare · 2026Article
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8 authors.
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Abstract
Background: Preventive healthcare has become a global health priority, yet a significant implementation gap persists in community settings. Traditional medical education predominantly emphasizes curative approaches, inadequately preparing students for the growing demands of community-based preventive care. With the rising prevalence of dementia, a condition where early intervention and prevention strategies are crucial, there is an urgent need to shift medical students' perspectives from treatment-focused to prevention-oriented practice. This study aimed to explore how medical students' participation in community dementia prevention programs facilitated their curative-to-preventive perspective shift, using transformative learning theory (TLT) as the conceptual framework. Methods: A qualitative descriptive design was employed, conducting semi-structured interviews with 21 medical students from community dementia prevention programs at a medical university in Guizhou Province, China. Data analysis utilized Braun and Clarke's deductive thematic analysis framework guided by TLT. Results: The study identified four major themes and 11 sub-themes. The themes included: (1) Cognitive awakening and reflection, encompassing encountering disorienting dilemmas, self-examination and critical reflection, and role perception transformation; (2) Skill acquisition, including building preventive knowledge frameworks, community intervention design, and development of practical skills; (3) Practice integration and role reconstruction, comprising health promoter role practice, prevention practice capabilities enhancement, and professional identity evolution in prevention; (4) Personal experience-driven preventive healthcare awakening, including impact of family dementia experience and experience-triggered preventive awareness. Conclusion: This qualitative study identified four themes characterizing medical students' transformative learning (TL) journey in community dementia prevention programs. The synergistic interaction between structured TLT-based progression and experiential pathways facilitated students' paradigm shift from treatment-centered to prevention-focused healthcare approaches. Our findings recommend that medical educators should intentionally design learning environments that incorporate TLT, integrate community-based practice into core curricula through problem-driven approaches, and systematically leverage students' personal experiences to foster critical reflection and enhance learning motivation, thereby preparing future healthcare professionals to serve as prevention-oriented change agents.
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