“UKE CAN DO IT”: A REFLECTION ON A UKULELE CLASS INITIATIVE FOR OLDER ADULTS LIVING WITH DEMENTIA AND CARE PARTNERS
Bibliographic record
Abstract
Abstract Individuals with different stages of neurocognitive disorder or dementia respond to music even at later stages of the diagnosis. Music can offer collective experiences for people from diverse cultural backgrounds who have dementia. However, limited studies explore the journey of learning musical instruments by people living with dementia. Our team, co-led by a person living with dementia, initiated a 12-week basic ukulele program to explore the potentials of music and learning to foster social connections, alleviate loneliness and bring joy to older adults living with dementia and their care partners in Vancouver, British Columbia. Eighteen older adults from diverse backgrounds (15 individuals living with different stages of dementia and three care partners) participated in the classes facilitated by a ukulele instructor. Our team critically reflected on the ukulele program based on the in-class observations and summaries from the instructor through multiple in-person and Zoom meetings. The reflection resulted in five themes: 1) Social connections through music, 2) Respite for care partners, 3) Peer support and empowerment to contribute to collective learning experiences, 4) An emphasis on enjoyment over skills, and 5) Inclusiveness in creating programs for people living with dementia. This innovative ukulele program shows the positive impact of music and collective learning. The team reflections highlight the potential of offering musical instrument programs for older adults living with dementia and their care partners to alleviate loneliness and foster social connections. Future research can investigate the long-term impact of group musical learning on individuals living with dementia and care partners.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.015 | 0.015 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.014 | 0.005 |
| Scholarly communication | 0.005 | 0.005 |
| Open science | 0.005 | 0.020 |
| Research integrity | 0.007 | 0.015 |
| Insufficient payload (model declined to judge) | 0.008 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".