Does RCT evidence show that printed educational materials for healthcare professionals alter healthcare professionals' practice and/or patient outcomes?

2020 ◽  
Author(s):  
Jane Burch ◽  
Sera Tort
Keyword(s):  
Patient Outcomes ◽  
Healthcare Professionals ◽  
Educational Materials ◽  
Printed Educational Materials

Remote Follow-up of Self-isolating COVID-19 Patients with a Patient Portal: Protocol for a Mixed-method Pilot Study (The Opal-COVID Study) (Preprint)

2021 ◽  
Author(s):  
David Lessard ◽  
Kim Engler ◽  
Yuanchao Ma ◽  
Adriana Rodriguez Cruz ◽  
Serge Vicente ◽  
...  
Keyword(s):  
Patient Outcomes ◽  
Mixed Method ◽  
Healthcare Professionals ◽  
Qualitative Interviews ◽  
Sociodemographic Characteristics ◽  
Patient Portal ◽  
Implementation Outcomes ◽  
Service Outcomes ◽  
Qualitative Analyses

BACKGROUND Individuals diagnosed with COVID-19 are instructed to self-isolate at home. However, during self-isolation, they may experience anxiety and insufficient care. Some patient portals can allow patients to self-monitor and share their health status with healthcare professionals for remote follow-up, but little data is available on the feasibility of their use. OBJECTIVE This manuscript presents the protocol of the Opal-COVID Study which has four objectives: 1) assess the implementation of using the Opal patient portal for distance monitoring of COVID-19 patients self-isolating at home; 2) identify influences on the intervention’s implementation; and describe 3) service and 4) patient outcomes of this intervention. METHODS This mixed-method pilot study aims to recruit 50 COVID-19 patient participants tested at the McGill University Health Centre (MUHC, Montreal, Canada) for 14 days of remote follow-up. With access to questionnaires through the Opal patient portal smartphone app, configured for this study, patients will complete a daily self-assessment of symptoms, vital signs, and mental health, monitored by a nurse, and receive subsequent teleconsultations, as needed. Study questionnaires will be administered to collect data on sociodemographic characteristics, medical background, implementation outcomes (acceptability, usability, and respondent burden) and patient satisfaction. Coordinator logbook entries will inform on feasibility outcomes, namely, recruitment/retention rates and fidelity, as well as on the frequency and nature of contacts with healthcare professionals via Opal. The statistical analyses for Objectives 1 (implementation outcomes), 3 (service outcomes), and 4 (patient outcomes) will evaluate the effects of time and sociodemographic characteristics on the outcomes. For Objectives 1 (implementation outcomes) and 4 (patient outcomes), the statistical analyses will also examine the attainment of predefined success thresholds. As to the qualitative analyses, for Objective 2 (influences on implementation), semi-structured qualitative interviews will be conducted with four groups of stakeholders (i.e., patient participants, healthcare professionals, technology developers and study administrators) and submitted to content analysis, guided by the Consolidated Framework for Implementation Research to help identify barriers and facilitators of implementation. For Objective 3 (service outcomes), reasons for contacting healthcare professionals through Opal will also be submitted to content analysis. RESULTS Between December 2020 and March 2021, 51 patient-participants were recruited. Qualitative interviews were conducted with 39 involved stakeholders, from April to September 2021. Delays in the study process were experienced due to implemented measures at the MUHC to address COVID-19 but the quantitative and qualitative analyses are currently underway. CONCLUSIONS This protocol is designed to generate multidisciplinary knowledge on the implementation of a patient portal-based COVID-19 care intervention and will lead to a comprehensive understanding of feasibility, stakeholder experience, and influences on implementation that may prove useful for scaling up similar interventions. CLINICALTRIAL ClinicalTrials.gov identifier NCT04978233.

Conceptualizing Narrative Health and Medicine to Develop Cultural Competence to Improve Communication During the COVID-19 Pandemic

2021 ◽  
Vol 8 (1) ◽  
pp. 32-36
Author(s):  
Kent Willis ◽  
Colleen Marzilli
Keyword(s):  
Healthcare Professional ◽  
Cultural Competence ◽  
Severe Acute Respiratory Syndrome ◽  
Patient Care ◽  
Patient Outcomes ◽  
Healthcare Professionals ◽  
Important Concept ◽  
Healthcare Environment ◽  
Health Narrative ◽  
Improve Patient

Narrative health is a technique that healthcare professionals can use to connect with patients. The events of 2020, including the global severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), have identified that patient care is largely dependent upon relationships within the healthcare environment. Relationships in the healthcare environment are established through a trusting exchange between the patient and provider, and one technique to develop this relationship and trust is through narrative health. Narrative health provides the exchange of information between patient and provider in a discussion-like manner, or narrative health. This strategy promotes cultural competence amongst the healthcare professional team and improves communication between the patient and provider. Narrative health is an important concept for healthcare professionals to understand, and narrative health should be a part of any healthcare professional’s toolbox, especially in vulnerable times like the COVID pandemic. The inclusion of narrative health in practice has the potential to improve patient outcomes and empower healthcare professionals and patients.

Survey of parent and carer experiences and expectations of paediatric rheumatology care in New South Wales

2017 ◽  
Vol 41 (4) ◽  
pp. 372 ◽  
Author(s):  
Andrea Coda ◽  
Julie Jones ◽  
Debra Grech ◽  
Davinder Singh Grewal
Keyword(s):  
Symptom Onset ◽  
Multidisciplinary Team ◽  
Healthcare Professionals ◽  
New South ◽  
New South Wales ◽  
Final Diagnosis ◽  
Paediatric Rheumatology ◽  
International Standards ◽  
Educational Materials ◽  
South Wales

Objective The aim of the present survey of parent and carers was to document the level of care and services currently provided to children diagnosed with rheumatic diseases (RD) in New South Wales (NSW), Australia. Methods The survey included parents and carers of children presenting to paediatric rheumatology (PR) services in NSW. Subjects attending PR clinics in both public and private settings were invited to participate in an online or paper survey. Results Overall, 148 surveys were completed. The process of obtaining the diagnosis of RD was described as being ‘difficult’ or ‘very difficult’ by 56.1% (n = 83) of the surveyed cohort, and 41.2% (n = 61) saw four or more different clinicians before diagnosis. Between symptom onset and final diagnosis, 42.6% (n = 63) of participants reported a delay of 5 months or more, and 16.9% (n = 25) waited longer than 12 months. Eventually, 91% (n = 134) were referred to a paediatric rheumatologist and 63.5% (n = 94) were seen within 4 weeks from initial referral. More than half the respondents felt that general practitioners (GPs) and general paediatricians were not aware of RD. Overall, respondents felt that improved knowledge of PR diseases among GPs, improved access to PR clinics, improved educational materials for patients and families, access to speciality rheumatology nurses and coordinated rheumatology teams would have significantly improved the experience of their child’s disease. Conclusions Children with RD in NSW still experience significant delays from symptom onset to final diagnosis through consultations with multiple healthcare professionals. Multidisciplinary team care was not the norm for this patient group, despite established national and international management standards. What is known about the topic? Early diagnosis and management by a multidisciplinary team is the gold standard in PR management. Delays in diagnosis may significantly impair the outcomes of children diagnosed with RD, with reduced quality of life, increased pain level and worse long-term prognosis. What does this paper add? Children diagnosed with RD in NSW endure significant delays from symptom onset until a final diagnosis is made, with multiple consultations with different healthcare professionals. When the referral to PR services in NSW is made, RD children are mostly seen within 4 weeks, faster than other international standards. GPs and paediatric rheumatologists in NSW helped improve the children’s and their family’s experience of the diagnosis and treatment of a rheumatic condition and better informed them using appropriate educational materials. What are the implications for practitioners? This paper provides new evidence to practitioners to increase their knowledge of the current experiences and expectation of the paediatric rheumatology care in NSW.

Lower extremity osteoarthritis: optimising musculoskeletal health is a growing global concern: a narrative review

2018 ◽  
Vol 53 (13) ◽  
pp. 806-811 ◽  
Author(s):  
Richard D Leech ◽  
Jillian Eyles ◽  
Mark E Batt ◽  
David J Hunter
Keyword(s):  
Patient Outcomes ◽  
Key Management ◽  
Structural Changes ◽  
Healthcare Professionals ◽  
Disease Process ◽  
Evidence Based ◽  
Musculoskeletal Health ◽  
Proactive Approach ◽  
Global Concern ◽  
Improve Patient

The burden of non-communicable diseases, such as osteoarthritis (OA), continues to increase for individuals and society. Regrettably, in many instances, healthcare professionals fail to manage OA optimally. There is growing disparity between the strength of evidence supporting interventions for OA and the frequency of their use in practice. Physical activity and exercise, weight management and education are key management components supported by evidence yet lack appropriate implementation. Furthermore, a recognition that treatment earlier in the disease process may halt progression or reverse structural changes has not been translated into clinical practice. We have largely failed to put pathways and procedures in place that promote a proactive approach to facilitate better outcomes in OA. This paper aims to highlight areas of evidence-based practical management that could improve patient outcomes if used more effectively.

scholarly journals Designing a Teacher’s Handbook: Perspectives of Pre-Service Elementary Teachers Regarding Activities and Songs

2019 ◽  
Vol 12 (11) ◽  
pp. 67
Author(s):  
Oguzhan Atabek ◽  
Sabahat Burak
Keyword(s):  
Elementary Teachers ◽  
Learning Outcomes ◽  
Educational Environment ◽  
The Other ◽  
Quality Of Education ◽  
Age Group ◽  
Educational Materials ◽  
Course Materials ◽  
Printed Educational Materials

Printed educational materials such as teacher’s handbook may affect the quality of education as much as teachers, curriculum, educational environment, and the other course materials. Perspectives of eighty-two pre-service elementary teachers regarding the activities and songs included in the teacher’s handbook for music course were examined by content analysis for shedding light on the nature of the handbook and for producing knowledge about how an effective teacher’s handbook for music course may be like. Even though the question was deliberately worded to let respondents express their both positive and negative views, the number of respondents who expressed positive views and the frequency of such expressions were considerably lower compared to the negative ones. Inappropriateness for age group and learning outcomes, insufficiency for facilitating learning, requiring hard-to-attain materials, and difficulty of application raised as major concerns for both activates and songs. Additionally, activities were argued to be repetitive and lacking entertainment while songs were criticized for their rhythm, melody, lyrics, quality, and practicability in the classroom.

Collaborative Learning in Dynamic Group Environments

2011 ◽  
pp. 1-14 ◽  
Author(s):  
Kamen Kanev ◽  
Shigeo Kimura
Keyword(s):  
Collaborative Learning ◽  
Computer Supported Collaborative Learning ◽  
Joint Work ◽  
Educational Materials ◽  
Face To Face ◽  
Group Management ◽  
Dynamic Group ◽  
Surface Code ◽  
Printed Materials ◽  
Printed Educational Materials

This chapter is dedicated to Computer-Supported Collaborative Learning (CSCL) employing dynamic groups, where at different stages students work independently, interact with each other in pairs, and conduct joint work in larger groups with varying numbers of participants. A novel Dynamic Group Environment for Collaborative Learning (DGE/CL) that supports students in making informed and intelligent choices about how, when, and with whom to collaborate is introduced. A face-to-face collaborative scenario, where all students are in the same room and can move freely around and interact with each other while using digitally enhanced printed materials with direct point-and-click functionality is considered. Flexible and efficient support for dynamic group management is ensured through the adopted Cluster Pattern Interface (CLUSPI) technology, which, while preserving the original touch-and-feel of printed educational materials, supports additional affordances and allows employment of new, non-traditional paper-based interactions. Possibilities for DGE/CL enhancements with specialized surface code readers and laser-based digital surface encoding being developed by the authors are outlined and references to recent projects are given.

scholarly journals Mobilising computable biomedical knowledge: challenges for clinical decision support from a medical knowledge provider

2020 ◽  
Vol 27 (2) ◽  
pp. e100121 ◽  
Author(s):  
Kieran Walsh ◽  
Chris Wroe
Keyword(s):  
Decision Support ◽  
Problem Solving ◽  
Patient Outcomes ◽  
Clinical Decision Support ◽  
Healthcare Professionals ◽  
Medical Knowledge ◽  
Clinical Decision ◽  
Biomedical Knowledge ◽  
Procedural Skills ◽  
Safety Standards

IntroductionThis paper summarises a talk given at the first UK workshop on mobilising computable biomedical knowledge on 29 October 2019 in London. It examines challenges in mobilising computable biomedical knowledge for clinical decision support from the perspective of a medical knowledge provider.MethodsWe developed the themes outlined below after personally reflecting on the challenges that we have encountered in this field and after considering the barriers that knowledge providers face in ensuring that their content is accessed and used by healthcare professionals. We further developed the themes after discussing them with delegates at the workshop and listening to their feedback.DiscussionThere are many challenges in mobilising computable knowledge for clinical decision support from the perspective of a medical knowledge provider. These include the size of the task at hand, the challenge of creating machine interpretable content, the issue of standards, the need to do better in tracing how computable medical knowledge that is part of clinical decision support impacts patient outcomes, the challenge of comorbidities, the problem of adhering to safety standards and finally the challenge of integrating knowledge with problem solving and procedural skills, healthy attitudes and professional behaviours. Partnership is likely to be essential if we are to make progress in this field. The problems are too complex and interrelated to be solved by any one institution alone.

Evaluation of a professional development course on research methods for healthcare professionals

2020 ◽  
pp. 084047042096017
Author(s):  
Olusegun Famure ◽  
Benedict Batoy ◽  
Michelle Minkovich ◽  
Imindu Liyanage ◽  
S. Joseph Kim
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Research Methods ◽  
Patient Outcomes ◽  
Healthcare Professionals ◽  
Development Program ◽  
Professional Development Program ◽  
Evidence Based ◽  
Development Course

Healthcare is constantly evolving and thus requires lifelong learning. Evidence-based learning has been shown to lead to better patient outcomes, yet many healthcare professionals report gaps in their research abilities. We sought to evaluate the efficacy of a professional development program in addressing identified gaps.

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