Pub Date : 2024-07-14DOI: 10.1016/j.pecinn.2024.100322
Jane Ege Møller , Eva Doherty , Matilde Nisbeth Brøgger
Objective
To investigate residents' experiences recording and receiving feedback on a challenging video of a patient encounter. Methods: We used a qualitative design with first year residents who took part in a mandatory communication skills course in which all participants were asked to bring a challenging video of a patient encounter. The methods consisted of brief reflection texts and focus groups related to their perspectives on the use of challenging videos. Results: 106 residents wrote brief reflection texts, and 13 residents participated in four focus groups. Residents mainly expressed positive experiences with the challenging video exercise. Residents reported that the pressure to perform was felt to be less than on previous teaching sessions because the focus was on choosing an encounter which was less than perfect. They also reported that they appreciated the opportunity to see that other doctors were not performing optimally. Conclusion: The use of challenging videos as a teaching method for communication skills was experienced as encouraging by residents and facilitated enhanced learning.
Innovation
We recommend adding more focus on challenging situations in video review. This could support learning by providing what our participants found to be a less daunting learning environment.
{"title":"“Bring your worst”: Residents' perspectives on video review of challenging patient communication as a learning tool","authors":"Jane Ege Møller , Eva Doherty , Matilde Nisbeth Brøgger","doi":"10.1016/j.pecinn.2024.100322","DOIUrl":"10.1016/j.pecinn.2024.100322","url":null,"abstract":"<div><h3>Objective</h3><p>To investigate residents' experiences recording and receiving feedback on a challenging video of a patient encounter. Methods: We used a qualitative design with first year residents who took part in a mandatory communication skills course in which all participants were asked to bring a challenging video of a patient encounter. The methods consisted of brief reflection texts and focus groups related to their perspectives on the use of challenging videos. Results: 106 residents wrote brief reflection texts, and 13 residents participated in four focus groups. Residents mainly expressed positive experiences with the challenging video exercise. Residents reported that the pressure to perform was felt to be less than on previous teaching sessions because the focus was on choosing an encounter which was less than perfect. They also reported that they appreciated the opportunity to see that other doctors were not performing optimally. Conclusion: The use of challenging videos as a teaching method for communication skills was experienced as encouraging by residents and facilitated enhanced learning.</p></div><div><h3>Innovation</h3><p>We recommend adding more focus on challenging situations in video review. This could support learning by providing what our participants found to be a less daunting learning environment.</p></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"5 ","pages":"Article 100322"},"PeriodicalIF":0.0,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2772628224000700/pdfft?md5=a4ce96607cf2fbe6258a9f6649a6149a&pid=1-s2.0-S2772628224000700-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141689804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-08DOI: 10.1016/j.pecinn.2024.100321
Sabine Wiegmann , Ralph Schilling , Mirja Winter , Martina Ernst , Katja Wechsung , Ute Kalender , Barbara Stöckigt , Annette Richter-Unruh , Olaf Hiort , Ulla Döhnert , Louise Marshall , Julia Rohayem , Klaus-Peter Liesenkötter , Martin Wabitsch , Gloria Herrmann , Gundula Ernst , Stephanie Roll , Thomas Keil , Uta Neumann
Objective
Evaluation of the participant satisfaction with a newly developed interdisciplinary, modular education program for children, adolescents, and young adults with differences of sex development (DSD) and their parents.
Methods
The two-day program including tailored medical information, peer consultation and psychological support aimed to improve diagnosis-specific knowledge and empowerment. Post-training satisfaction was measured using an adapted ZUF-8 questionnaire, scoring from 5 (worst) to a maximum of 26 (best) for persons aged 6–17 and from 10 to 40 points for adults, including 2 open-ended questions.
Results
The questionnaire, completed by 89 children (6–13 years), 92 adolescents (14–17 years), 47 young adults (18–24 years), and 345 parents, revealed consistent high satisfaction with the program regardless of age or diagnosis (children 24.4 ± 2.1, adolescents 23.5 ± 2.7; young adults 36.0 ± 4.0, parents 36.6 ± 3.4). Neither sociodemographic factors nor diagnosis burden, shame, or informedness showed relevant associations with satisfaction levels. Participants highlighted exchange and open atmosphere as key satisfaction elements.
Conclusion
Satisfaction with the new education program was high in all examined groups. Implementing it in routine care requires further analysis to determine the program's long-term effects on well-being and knowledge.
Innovation
The first educational program for young people with DSD addressing their specific challenges through inclusive language, an open approach to sex and gender and the inclusion of self-help groups.
{"title":"Satisfaction with a new patient education program for children, adolescents, and young adults with differences of sex development (DSD) and their parents.","authors":"Sabine Wiegmann , Ralph Schilling , Mirja Winter , Martina Ernst , Katja Wechsung , Ute Kalender , Barbara Stöckigt , Annette Richter-Unruh , Olaf Hiort , Ulla Döhnert , Louise Marshall , Julia Rohayem , Klaus-Peter Liesenkötter , Martin Wabitsch , Gloria Herrmann , Gundula Ernst , Stephanie Roll , Thomas Keil , Uta Neumann","doi":"10.1016/j.pecinn.2024.100321","DOIUrl":"https://doi.org/10.1016/j.pecinn.2024.100321","url":null,"abstract":"<div><h3>Objective</h3><p>Evaluation of the participant satisfaction with a newly developed interdisciplinary, modular education program for children, adolescents, and young adults with differences of sex development (DSD) and their parents.</p></div><div><h3>Methods</h3><p>The two-day program including tailored medical information, peer consultation and psychological support aimed to improve diagnosis-specific knowledge and empowerment. Post-training satisfaction was measured using an adapted ZUF-8 questionnaire, scoring from 5 (worst) to a maximum of 26 (best) for persons aged 6–17 and from 10 to 40 points for adults, including 2 open-ended questions.</p></div><div><h3>Results</h3><p>The questionnaire, completed by 89 children (6–13 years), 92 adolescents (14–17 years), 47 young adults (18–24 years), and 345 parents, revealed consistent high satisfaction with the program regardless of age or diagnosis (children 24.4 ± 2.1, adolescents 23.5 ± 2.7; young adults 36.0 ± 4.0, parents 36.6 ± 3.4). Neither sociodemographic factors nor diagnosis burden, shame, or informedness showed relevant associations with satisfaction levels. Participants highlighted exchange and open atmosphere as key satisfaction elements.</p></div><div><h3>Conclusion</h3><p>Satisfaction with the new education program was high in all examined groups. Implementing it in routine care requires further analysis to determine the program's long-term effects on well-being and knowledge.</p></div><div><h3>Innovation</h3><p>The first educational program for young people with DSD addressing their specific challenges through inclusive language, an open approach to sex and gender and the inclusion of self-help groups.</p></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"5 ","pages":"Article 100321"},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2772628224000694/pdfft?md5=38452db89395c315fa70da15f388dd11&pid=1-s2.0-S2772628224000694-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141605786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-08DOI: 10.1016/j.pecinn.2024.100320
Austin R. Medlin , Nicole E. Werner , Catherine Z. Still , Andrea L. Strayer , Beth E. Fields
Objective
Care partners of persons living with dementia (PLWD) often feel unprepared to care for their loved ones. Improving PLWD care partner identification and education during hospital stays can improve preparedness. This retrospective EHR study investigated PLWD characteristics that may relate to care partner identification, education, and teaching methods during hospital stays.
Methods
Encounters from a Midwestern academic healthcare system were used. Patients were over 18, had a documented dementia diagnosis, were admitted to the hospital for at least 24 h, and had information documented in care partner or education data fields (N = 7982). Logistic regressions assessed patient's demographics, care partner identification and education. Chi-square tests compared education teaching methods and patient discharge location.
Results
PLWD's who were unmarried, discharged to other care facilities, or received the diagnosis “degeneration of nervous system due to alcohol” were associated with lacking care partner identification. Care partners of unmarried PLWDs or those with the diagnosis “Alzheimer's disease, unspecified” received less education. Multiple teaching methods were associated with discharge location.
Conclusion
Multiple characteristics were related to PLWD care partner identification and education differences during hospital stays.
Innovation
Novel analyses highlight need for a protocol to systematically prepare dementia care partners.
{"title":"Factors associated with care partner identification and education among hospitalized persons living with dementia","authors":"Austin R. Medlin , Nicole E. Werner , Catherine Z. Still , Andrea L. Strayer , Beth E. Fields","doi":"10.1016/j.pecinn.2024.100320","DOIUrl":"https://doi.org/10.1016/j.pecinn.2024.100320","url":null,"abstract":"<div><h3>Objective</h3><p>Care partners of persons living with dementia (PLWD) often feel unprepared to care for their loved ones. Improving PLWD care partner identification and education during hospital stays can improve preparedness. This retrospective EHR study investigated PLWD characteristics that may relate to care partner identification, education, and teaching methods during hospital stays.</p></div><div><h3>Methods</h3><p>Encounters from a Midwestern academic healthcare system were used. Patients were over 18, had a documented dementia diagnosis, were admitted to the hospital for at least 24 h, and had information documented in care partner or education data fields (<em>N</em> = 7982). Logistic regressions assessed patient's demographics, care partner identification and education. Chi-square tests compared education teaching methods and patient discharge location.</p></div><div><h3>Results</h3><p>PLWD's who were unmarried, discharged to other care facilities, or received the diagnosis “degeneration of nervous system due to alcohol” were associated with lacking care partner identification. Care partners of unmarried PLWDs or those with the diagnosis “Alzheimer's disease, unspecified” received less education. Multiple teaching methods were associated with discharge location.</p></div><div><h3>Conclusion</h3><p>Multiple characteristics were related to PLWD care partner identification and education differences during hospital stays.</p></div><div><h3>Innovation</h3><p>Novel analyses highlight need for a protocol to systematically prepare dementia care partners.</p></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"5 ","pages":"Article 100320"},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2772628224000682/pdfft?md5=10cd7b473ba3db1b26ba77ba998a23f9&pid=1-s2.0-S2772628224000682-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141583338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-06DOI: 10.1016/j.pecinn.2024.100319
M. Devyn Mullis , Carla L. Fisher , Skyler B. Johnson , Tianshi Liu , Tithi B. Amin , Sherise Rogers , Kennan DeGruccio , Carma L. Bylund
Objective
Cancer treatment misinformation (CTM) is pervasive and impacts patient health outcomes. Cancer clinicians play an essential role in addressing CTM. We previously identified four self-reported responses that characterize the communication process clinicians engage in to address CTM. Clinicians 1) work to understand the misinformation; 2) correct the misinformation through education; 3) advise about future online searches; and 4) preserve the clinician-patient relationship. We sought to confirm and expand on the model we developed by observing cancer clinicians' communication while addressing CTM with a standardized patient (SP).
Methods
17 cancer clinicians were audio recorded in a SP encounter, in which a breast cancer SP asked three questions based on CTM. We thematically analyzed transcriptions of the recordings.
Results
Clinicians used four responses with associated strategies and skills to address CTM in a standardized clinical encounter, confirming the previously developed model. The four responses were: (1) work to understand the misinformation; (2) correct the misinformation through education; (3) advise about future online searches; and (4) preserve the clinician-patient relationship. This observational approach allowed us to refine strategies within each response and identify communication skills clinicians enact to address CTM.
Conclusion
These findings provide a strong foundation for the Misinformation Response Model for cancer clinicians. Future research should examine which components of the model are most effective in improving patient outcomes.
Innovation
This is the first study observing clinicians' communication through simulated practice with SPs about CTM.
{"title":"Clinician-patient communication about cancer treatment misinformation: The Misinformation Response Model","authors":"M. Devyn Mullis , Carla L. Fisher , Skyler B. Johnson , Tianshi Liu , Tithi B. Amin , Sherise Rogers , Kennan DeGruccio , Carma L. Bylund","doi":"10.1016/j.pecinn.2024.100319","DOIUrl":"https://doi.org/10.1016/j.pecinn.2024.100319","url":null,"abstract":"<div><h3>Objective</h3><p>Cancer treatment misinformation (CTM) is pervasive and impacts patient health outcomes. Cancer clinicians play an essential role in addressing CTM. We previously identified four self-reported responses that characterize the communication process clinicians engage in to address CTM. Clinicians 1) work to understand the misinformation; 2) correct the misinformation through education; 3) advise about future online searches; and 4) preserve the clinician-patient relationship. We sought to confirm and expand on the model we developed by observing cancer clinicians' communication while addressing CTM with a standardized patient (SP).</p></div><div><h3>Methods</h3><p>17 cancer clinicians were audio recorded in a SP encounter, in which a breast cancer SP asked three questions based on CTM. We thematically analyzed transcriptions of the recordings.</p></div><div><h3>Results</h3><p>Clinicians used four responses with associated strategies and skills to address CTM in a standardized clinical encounter, confirming the previously developed model. The four responses were: (1) work to understand the misinformation; (2) correct the misinformation through education; (3) advise about future online searches; and (4) preserve the clinician-patient relationship. This observational approach allowed us to refine strategies within each response and identify communication skills clinicians enact to address CTM.</p></div><div><h3>Conclusion</h3><p>These findings provide a strong foundation for the Misinformation Response Model for cancer clinicians. Future research should examine which components of the model are most effective in improving patient outcomes.</p></div><div><h3>Innovation</h3><p>This is the first study observing clinicians' communication through simulated practice with SPs about CTM.</p></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"5 ","pages":"Article 100319"},"PeriodicalIF":0.0,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2772628224000670/pdfft?md5=796a7c80f3fe3f183dd7f66a01540384&pid=1-s2.0-S2772628224000670-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141583403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We implemented an online visitation system named “telepresence” in the neonatal intensive care unit (NICU) for family members at home to communicate with their babies in real-time using video and audio. This study evaluated the impact of this system on families and medical staff.
Methods
Nineteen families of babies admitted to the NICU between 2022 and 2023 and 65 medical staff participated. Each family experienced two weeks of virtual visits. Changes in parental depression and attachment were assessed.
Result
Before and after telepresence, the median Edinburgh Postnatal Depression Scale score reduced from 6 to 4 (p = 0.026), and the Mother-to-Infant Bonding Scale score showed a decreasing trend, with both medians at 2 (p = 0.057). Eighty-nine percent of the parents and 97% of staff reported that telepresence did not increase parental stress, and 88% of parents felt positive changes in their baby's siblings. All parents wanted to visit their babies in person after seeing them on camera.
Conclusion
Telepresence improved parental mental health, reduced family distress, and supported connection with their infants, making them eager to visit in person.
Innovations
This technology potentially make parents want to visit more by helping them feel more connected to their infants.
{"title":"The effects of telepresence with real-time video and audio communication on parent-infant interaction and staff experience in neonatal intensive care unit","authors":"Tomoko Saito , Tomoyuki Shimokaze , Miku Niizuma , Masako Suzuki , Makiko Toyoshima , Katsuaki Toyoshima","doi":"10.1016/j.pecinn.2024.100315","DOIUrl":"https://doi.org/10.1016/j.pecinn.2024.100315","url":null,"abstract":"<div><h3>Objective</h3><p>We implemented an online visitation system named “telepresence” in the neonatal intensive care unit (NICU) for family members at home to communicate with their babies in real-time using video and audio. This study evaluated the impact of this system on families and medical staff.</p></div><div><h3>Methods</h3><p>Nineteen families of babies admitted to the NICU between 2022 and 2023 and 65 medical staff participated. Each family experienced two weeks of virtual visits. Changes in parental depression and attachment were assessed.</p></div><div><h3>Result</h3><p>Before and after telepresence, the median Edinburgh Postnatal Depression Scale score reduced from 6 to 4 (<em>p</em> = 0.026), and the Mother-to-Infant Bonding Scale score showed a decreasing trend, with both medians at 2 (<em>p</em> = 0.057). Eighty-nine percent of the parents and 97% of staff reported that telepresence did not increase parental stress, and 88% of parents felt positive changes in their baby's siblings. All parents wanted to visit their babies in person after seeing them on camera.</p></div><div><h3>Conclusion</h3><p>Telepresence improved parental mental health, reduced family distress, and supported connection with their infants, making them eager to visit in person.</p></div><div><h3>Innovations</h3><p>This technology potentially make parents want to visit more by helping them feel more connected to their infants.</p></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"5 ","pages":"Article 100315"},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2772628224000633/pdfft?md5=15e62e7b3d3d2b892dc2c522b780a5f4&pid=1-s2.0-S2772628224000633-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141596016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-04DOI: 10.1016/j.pecinn.2024.100318
Waad M. Alzahrani , Lujain S. Alkliakh , Esraa B. Alwafai , Manal F. Madani , Nima L. Hersi , Eilaaf A. Shakir , Abrar K. Thabit
Objective
Public awareness of antimicrobial resistance (AMR) is essential to tackling this issue. Studies in Saudi Arabia have demonstrated insufficient AMR knowledge among the public. We aimed to indirectly raise awareness while simultaneously assessing the public's knowledge. We also assessed the factors associated with optimal knowledge and antibiotic handling.
Methods
We developed an online quiz game comprising 10 questions on AMR knowledge and antibiotic handling, recording each participant's score. We collected the responses from the Saudi public using a cross-sectional study design.
Results
Of the 428 participants, 68.7% were females and 42.5% were aged between 41 and 65 years; 70.1% held undergraduate degrees. Only 17.8% had a health-related major. While 83.2% had heard of AMR, the median [interquartile range] AMR knowledge score was 6 [5–7] out of 10 points. Holding a health-related major and having prior knowledge of AMR were associated with higher scores (RR, 1.28 and 1.18; 95%CI, 1.13–1.44 and 1.03–1.35; P < 0.001 and P = 0.020, respectively).
Conclusion
The Saudi public demonstrated average knowledge of AMR. We recommend awareness-raising campaigns about AMR targeting the public.
Innovation
We utilized an innovative approach by distributing an online questionnaire as a quiz game to fulfill two purposes: the assessment of knowledge and awareness-raising about AMR.
目标公众对抗菌药耐药性（AMR）的认识对于解决这一问题至关重要。沙特阿拉伯的研究表明，公众对 AMR 的认识不足。我们的目的是在评估公众知识的同时间接提高公众的认识。我们开发了一个在线问答游戏，包含 10 个有关 AMR 知识和抗生素使用的问题，并记录了每位参与者的得分。结果在 428 名参与者中，68.7% 为女性，42.5% 年龄在 41 岁至 65 岁之间；70.1% 拥有本科学历。只有 17.8% 的人主修与健康相关的专业。虽然 83.2% 的人听说过 AMR，但 AMR 知识的中位数[四分位数间距]为 6 [5-7]分（满分 10 分）。拥有健康相关专业和事先了解 AMR 与较高的得分相关（RR，1.28 和 1.18；95%CI，1.13-1.44 和 1.03-1.35；P < 0.001 和 P = 0.020）。我们采用了一种创新方法，以问答游戏的形式分发在线问卷，以实现两个目的：知识评估和提高对 AMR 的认识。
{"title":"Awareness of antimicrobial resistance and appropriate handling of antibiotics by the public in Saudi Arabia: A cross-sectional study using a quiz game","authors":"Waad M. Alzahrani , Lujain S. Alkliakh , Esraa B. Alwafai , Manal F. Madani , Nima L. Hersi , Eilaaf A. Shakir , Abrar K. Thabit","doi":"10.1016/j.pecinn.2024.100318","DOIUrl":"https://doi.org/10.1016/j.pecinn.2024.100318","url":null,"abstract":"<div><h3>Objective</h3><p>Public awareness of antimicrobial resistance (AMR) is essential to tackling this issue. Studies in Saudi Arabia have demonstrated insufficient AMR knowledge among the public. We aimed to indirectly raise awareness while simultaneously assessing the public's knowledge. We also assessed the factors associated with optimal knowledge and antibiotic handling.</p></div><div><h3>Methods</h3><p>We developed an online quiz game comprising 10 questions on AMR knowledge and antibiotic handling, recording each participant's score. We collected the responses from the Saudi public using a cross-sectional study design.</p></div><div><h3>Results</h3><p>Of the 428 participants, 68.7% were females and 42.5% were aged between 41 and 65 years; 70.1% held undergraduate degrees. Only 17.8% had a health-related major. While 83.2% had heard of AMR, the median [interquartile range] AMR knowledge score was 6 [5–7] out of 10 points. Holding a health-related major and having prior knowledge of AMR were associated with higher scores (RR, 1.28 and 1.18; 95%CI, 1.13–1.44 and 1.03–1.35; <em>P</em> < 0.001 and <em>P</em> = 0.020, respectively).</p></div><div><h3>Conclusion</h3><p>The Saudi public demonstrated average knowledge of AMR. We recommend awareness-raising campaigns about AMR targeting the public.</p></div><div><h3>Innovation</h3><p>We utilized an innovative approach by distributing an online questionnaire as a quiz game to fulfill two purposes: the assessment of knowledge and awareness-raising about AMR.</p></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"5 ","pages":"Article 100318"},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2772628224000669/pdfft?md5=63b0c71886e7ebae797cfd35ff2f579c&pid=1-s2.0-S2772628224000669-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141583339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-04DOI: 10.1016/j.pecinn.2024.100314
Emily L. Mroz , Jordan M. Alpert
{"title":"Palliative, hospice, and end-of-life care special issue introductory editorial","authors":"Emily L. Mroz , Jordan M. Alpert","doi":"10.1016/j.pecinn.2024.100314","DOIUrl":"https://doi.org/10.1016/j.pecinn.2024.100314","url":null,"abstract":"","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"5 ","pages":"Article 100314"},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2772628224000621/pdfft?md5=1ce1c93815457d45ee589a607be08ad8&pid=1-s2.0-S2772628224000621-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141541566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-04DOI: 10.1016/j.pecinn.2024.100317
Phylicia Verreault , Marie-Christine Ouellet , Céline Mavounza , Robert Jr Laforce , Jean Vézina , Carol Hudon
Objective
The objective of the current pilot study was to investigate the feasibility and acceptability of a videoconference-based cognitive behavioral (CBT) intervention for caregivers of individuals living with mild cognitive impairment or early Alzheimer's disease. The intervention included psychoeducation on emotions, strategies for management of unhelpful emotions and thoughts, behavioral activation, breathing and relaxation, strategies for communication and information on external resources.
Methods
This study used a cross-sectional design with two groups of four caregivers who received an 8-week CBT-based intervention via videoconference. Measures of feasibility and acceptability were collected post-intervention as well as suggestions for improvements.
Results
Eight female caregivers were enrolled in the intervention, one participant opted out at the seventh session. Of those who completed the program, all participants reported that it was very easy to participate using the online modality. All participants felt that the intervention was at least partly adapted to their experience and needs as a caregiver. Five out of seven participants (71%) indicated that they felt better and would recommend the intervention to another caregiver.
Conclusion
The current study demonstrated that it is feasible and acceptable to use a videoconference CBT-based group intervention with MCI or mild AD female caregivers.
Innovation
This is the first videoconference-based cognitive behavioral intervention for caregivers of individuals living with MCI or mild AD.
本试验性研究的目的是调查基于视频会议的认知行为（CBT）干预的可行性和可接受性，对象是轻度认知障碍患者或早期阿尔茨海默氏症患者的照顾者。干预内容包括情绪心理教育、无益情绪和想法管理策略、行为激活、呼吸和放松、沟通策略以及外部资源信息。方法本研究采用横断面设计，两组共四名照顾者通过视频会议接受了为期 8 周的 CBT 干预。干预结束后收集了可行性和可接受性的测量结果以及改进建议。在完成项目的参与者中，所有参与者都表示使用在线方式参与非常容易。所有参与者都认为，干预措施至少部分适应了她们作为照顾者的经验和需求。七名参与者中有五名（71%）表示他们感觉更好，并会向其他照顾者推荐该干预措施。创新这是首个针对 MCI 或轻度 AD 患者照顾者的基于视频会议的认知行为干预措施。
{"title":"Feasibility and acceptability of a videoconference-based cognitive-behavioral intervention for caregivers of individuals living with mild cognitive impairment or early Alzheimer's disease","authors":"Phylicia Verreault , Marie-Christine Ouellet , Céline Mavounza , Robert Jr Laforce , Jean Vézina , Carol Hudon","doi":"10.1016/j.pecinn.2024.100317","DOIUrl":"10.1016/j.pecinn.2024.100317","url":null,"abstract":"<div><h3>Objective</h3><p>The objective of the current pilot study was to investigate the feasibility and acceptability of a videoconference-based cognitive behavioral (CBT) intervention for caregivers of individuals living with mild cognitive impairment or early Alzheimer's disease. The intervention included psychoeducation on emotions, strategies for management of unhelpful emotions and thoughts, behavioral activation, breathing and relaxation, strategies for communication and information on external resources.</p></div><div><h3>Methods</h3><p>This study used a cross-sectional design with two groups of four caregivers who received an 8-week CBT-based intervention via videoconference. Measures of feasibility and acceptability were collected post-intervention as well as suggestions for improvements.</p></div><div><h3>Results</h3><p>Eight female caregivers were enrolled in the intervention, one participant opted out at the seventh session. Of those who completed the program, all participants reported that it was very easy to participate using the online modality. All participants felt that the intervention was at least partly adapted to their experience and needs as a caregiver. Five out of seven participants (71%) indicated that they felt better and would recommend the intervention to another caregiver.</p></div><div><h3>Conclusion</h3><p>The current study demonstrated that it is feasible and acceptable to use a videoconference CBT-based group intervention with MCI or mild AD female caregivers.</p></div><div><h3>Innovation</h3><p>This is the first videoconference-based cognitive behavioral intervention for caregivers of individuals living with MCI or mild AD.</p></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"5 ","pages":"Article 100317"},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2772628224000657/pdfft?md5=931149df9cff8adc042338a3f7a96119&pid=1-s2.0-S2772628224000657-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141704643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-02DOI: 10.1016/j.pecinn.2024.100316
Leila Keshtkar , Andy Ward , Rachel Winter , Char Leung , Jeremy Howick
Objective
To examine whether medical student empathy changes throughout the five years of a UK medical school.
Methods
Students completed an online version of the Jefferson Scale of Empathy (JSE-S) during the 2022–2023 academic year. Comparisons of empathy scores were made using analysis of variance (ANOVA), and independent t-tests.
Results
Empathy scores varied across different years of medical school (P ≤ 0.001), with a small drop in empathy between the pre-clinical and clinical phases of medical school (Mean difference = 1.82, P = 0.025). Male students scored lower than female students and there was no statistically significant difference between the mean empathy score and speciality interest.
Conclusions
Students' empathy appeared declined slightly as they progressed through medical school. As a crucial component of good clinical care, interventions in medical education to enhance empathy should be prioritised.
Innovation
This is the first time following the COVID-19 pandemic that medical student empathy was measured across all five years of a medical school. Unlike many previous related studies, we identified the point at which empathy appears to decline, providing guidance for educators who can target empathy enhancing interventions where they are most needed.
{"title":"Does empathy decline in the clinical phase of medical education? A study of students at Leicester medical school","authors":"Leila Keshtkar , Andy Ward , Rachel Winter , Char Leung , Jeremy Howick","doi":"10.1016/j.pecinn.2024.100316","DOIUrl":"https://doi.org/10.1016/j.pecinn.2024.100316","url":null,"abstract":"<div><h3>Objective</h3><p>To examine whether medical student empathy changes throughout the five years of a UK medical school.</p></div><div><h3>Methods</h3><p>Students completed an online version of the Jefferson Scale of Empathy (JSE-S) during the 2022–2023 academic year. Comparisons of empathy scores were made using analysis of variance (ANOVA), and independent <em>t</em>-tests.</p></div><div><h3>Results</h3><p>Empathy scores varied across different years of medical school (<em>P</em> ≤ 0.001), with a small drop in empathy between the pre-clinical and clinical phases of medical school (Mean difference = 1.82, <em>P</em> = 0.025). Male students scored lower than female students and there was no statistically significant difference between the mean empathy score and speciality interest.</p></div><div><h3>Conclusions</h3><p>Students' empathy appeared declined slightly as they progressed through medical school. As a crucial component of good clinical care, interventions in medical education to enhance empathy should be prioritised.</p></div><div><h3>Innovation</h3><p>This is the first time following the COVID-19 pandemic that medical student empathy was measured across all five years of a medical school. Unlike many previous related studies, we identified the point at which empathy appears to decline, providing guidance for educators who can target empathy enhancing interventions where they are most needed.</p></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"5 ","pages":"Article 100316"},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2772628224000645/pdfft?md5=816af771b0520b2cb297a4a716cbc7d5&pid=1-s2.0-S2772628224000645-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141541567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-25DOI: 10.1016/j.pecinn.2024.100313
Carol Bennett , Sarah Beach , Karen Pacheco , Amy T. Hsu , Peter Tanuseputro , Douglas G. Manuel
Objectives
This study aimed to assess the acceptability, value, and perceived barriers of using electronic risk calculators for predicting and communicating the risk of death in community-dwelling older adults.
Methods
One focus group and eight interviews were conducted with 16 participants with experience caring for patients or family members at end of life. A prototype mortality risk tool was used to anchor discussions. Data were analysed using a qualitative content analysis approach.
Results
Five themes emerged: acceptability, communication, barriers to use, broadening the circle of care, and tool limitations. Participants found the tool helpful for preparation, planning, and providing care, but disagreed on its community availability. Personalized risk estimates were valued for facilitating early goals of care conversations and normalizing discussions about death. However, concerns were raised about the tool's interpretation for individuals with different language, cultural, or educational backgrounds.
Conclusions
While electronic risk calculators were found to be acceptable, balancing autonomy with varying preferences for receiving the information and potential need for support is crucial.
Innovation
Providing patient-oriented life-expectancy estimates can enhance decisional capacity and facilitate shared decision-making between patients, their families, and healthcare professionals. Further research is needed to explore effective communication of personalized risk tools and additional benefits, harms, and barriers to implementation.
{"title":"Exploring perceptions of online calculators for identifying community-dwelling older people at risk of dying: A qualitative study","authors":"Carol Bennett , Sarah Beach , Karen Pacheco , Amy T. Hsu , Peter Tanuseputro , Douglas G. Manuel","doi":"10.1016/j.pecinn.2024.100313","DOIUrl":"https://doi.org/10.1016/j.pecinn.2024.100313","url":null,"abstract":"<div><h3>Objectives</h3><p>This study aimed to assess the acceptability, value, and perceived barriers of using electronic risk calculators for predicting and communicating the risk of death in community-dwelling older adults.</p></div><div><h3>Methods</h3><p>One focus group and eight interviews were conducted with 16 participants with experience caring for patients or family members at end of life. A prototype mortality risk tool was used to anchor discussions. Data were analysed using a qualitative content analysis approach.</p></div><div><h3>Results</h3><p>Five themes emerged: acceptability, communication, barriers to use, broadening the circle of care, and tool limitations. Participants found the tool helpful for preparation, planning, and providing care, but disagreed on its community availability. Personalized risk estimates were valued for facilitating early goals of care conversations and normalizing discussions about death. However, concerns were raised about the tool's interpretation for individuals with different language, cultural, or educational backgrounds.</p></div><div><h3>Conclusions</h3><p>While electronic risk calculators were found to be acceptable, balancing autonomy with varying preferences for receiving the information and potential need for support is crucial.</p></div><div><h3>Innovation</h3><p>Providing patient-oriented life-expectancy estimates can enhance decisional capacity and facilitate shared decision-making between patients, their families, and healthcare professionals. Further research is needed to explore effective communication of personalized risk tools and additional benefits, harms, and barriers to implementation.</p></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"5 ","pages":"Article 100313"},"PeriodicalIF":0.0,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S277262822400061X/pdfft?md5=be6fc8123aa8bb4685d253bcc3528204&pid=1-s2.0-S277262822400061X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141480151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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