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1.
Med Sci Educ ; 34(5): 1193-1202, 2024 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-39450019

RESUMO

Introduction: Recently, accrediting organizations have focused on developing lifelong learners who possess self-regulated and self-directed aptitudes of learning (hereinafter SELF-ReDiAL or in short, SR). This meta-analysis aimed to identify factors which promote or deter SR in health professionals. Methods: Original studies which, by using self-reports, evaluated enablers of and barriers to SR in health professionals (dentistry, medicine, nursing, and pharmacology), and were indexed in Scopus® and PubMed® databases from 1 January 2000 to 31 August 2022, were retrieved. Major themes suggested to affect SR were determined, and enablers or barriers related to those themes, were considered eligible for inclusion. Studies were excluded if they were not in English, and if the full text could not be retrieved. Results: From 149 identified papers, 43 studies were subsequently included in the meta-analysis. The strongest effect was generated by wellbeing (d = 0.806; 95% confidence of interval [CI]: 0.296, 1.316). In respect of teaching method, problem-based learning (d = 0.590; 95%CI: 0.375, 0.806), team-based learning (d = 0.382; 95%CI: 0.232, 0.531), and flipped classroom (d = 0.095; 95%CI: -0.088, 0.279) showed positive effects on SR, whereas lectures were negatively associated with SR (d = -0.079; 95%CI: - 0.389, 0.230). Further, the analysis showed that SR generally decreases during the first year of enrolment (d = -0.144; 95%CI: - 0.284, -0.004), while no major change in SR is observed in the second year (d = 0.027; 95%CI: -0.044, 0.099). Conclusions: Considering that student wellbeing had the strongest observed effect on SR, policy-setting and governing bodies should incorporate methods which improve wellbeing to develop health professionals with high levels of SR. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-024-02068-y.

2.
Cureus ; 16(9): e69431, 2024 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-39411623

RESUMO

Educational institutions must change to create a learning ecosystem that prioritizes skills crucial for the 21st-century learners in the current global context that is quickly evolving. With an emphasis on evidence-based education, global citizenship, the integration of Sustainable Development Goals (SDGs), translatory practice, active learning strategies, improved clinical placement experiences, and peer learning, this paper explores the strategies for enhancing the efficacy of learning ecosystems. These elements are essential for encouraging continuous education in students and preparing them to meet their personal and professional needs. Through the integration of these components into instructional strategies, teachers can cultivate an atmosphere that readies students for the intricacies of contemporary work environments and global citizenship.

4.
Med Teach ; : 1-9, 2024 Aug 18.
Artigo em Inglês | MEDLINE | ID: mdl-39154226

RESUMO

BACKGROUND: Faculty development programs in health professional education traditionally emphasise theories, principles, and effective teaching practices. However, the efficacy of these strategies in instigating meaningful changes in instructional practices has come under scrutiny. METHODS: This qualitative research aims to enhance our understanding and support of educators' ongoing learning and growth. Employing a transformative learning lens, the study explored the experiences, professional development practices, and responsibilities of clinical educators who participated in a faculty development course. Utilising Mezirow's transformative learning theory as a framework, this research investigated the transformative journey of educators, analysing reflective pieces from 144 participants. RESULTS: The study findings revealed shifts in pedagogical approaches, ranging from the recognition of a haphazard teaching style to the intentional integration of evidence-based methods and pedagogical philosophies. The thematic analysis identified key stages in the transformative process, illuminating educators' commitment to structured teaching, self-directed learning, and continuous improvement. CONCLUSION: This research has contributed valuable insights into how faculty development programs can stimulate reflective practices and transformative learning in health professional education. The article argues for the centrality of transformative learning processes in faculty development, presenting an intriguing perspective on sustainable and impactful professional growth. Trends across learning experiences are presented, accompanied by practical recommendations. The implications of the research for clinical educators, administrators, and developers of formal faculty professional development programs are also discussed.

5.
J Pak Med Assoc ; 74(8): 1454-1457, 2024 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-39160712

RESUMO

Objectives: To explore the ethical considerations and measures of quality assurance during data-collection for programme evaluation in health professional education. METHODS: The qualitative case study was conducted at Bahria University of Health Sciences, Karachi, from August to November 2023, and comprised faculty members involved in programme evaluation for at least two years having done a minimum two audit cycles. System thinking philosophical framework was used during the data-collection phase. A diverse sample was selected to ensure representation from different sectors and roles within the teams. Data was collected through participant observation, semi-structured interviews and focus group discussions. Data was subjected to thematic analysis. RESULTS: There were 7 faculty members who were interviewed individually twice in addition to 4 focus group discussion. Members of quality assurance team were experts in their respective fields, but were not found to be wellversed in terms of ethical considerations that should guide data-collection. This lack of knowledge may inadvertently lead to ethical lapses in the evaluation process. Another ethical challenge seen was bias in the data-collection phase. Conclusion: Faculty members integral to programme evaluation efforts were found to lack knowledge regarding ethical considerations in data-collection, which can pose significant risks.


Assuntos
Avaliação de Programas e Projetos de Saúde , Pesquisa Qualitativa , Humanos , Paquistão , Grupos Focais , Pessoal de Saúde/ética , Pessoal de Saúde/educação , Entrevistas como Assunto
6.
Cureus ; 16(7): e65577, 2024 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-39192941

RESUMO

This project aims to review and compare the professional identity formation (PIF) of medical, dental, nursing, and pharmacy students while analyzing the role of interprofessional education (IPE) in this journey. Our medical research librarian conducted a literature review. Papers were selected based on the inclusion criteria developed by authors for PIF and IPE topics, which were then stratified for each health program of interest: medicine, dentistry, nursing, and pharmacy. The IPE core competencies were analyzed to understand the effect of IPE on each respective group of health professional students. Among all four major health professions, trust, collaboration, responsibility, accountability, communication, and empathy are key values within PIF. Trust, collaboration, and empathy were also regarded as core values in developing professionalism. Medical and dental students placed greater emphasis on responsibility and accountability regarding PIF. IPE played a crucial role in PIF for all students as values, teamwork, roles, and responsibilities were emphasized among each healthcare discipline of interest. This review provides significant information regarding which characteristics are emphasized for professional development across healthcare training programs. Future research to explore how certain characteristics and values influence healthcare as a whole is crucial. Investigating various influences on PIF outcomes is warranted for enhancing professional training programs and promoting interprofessional collaboration for better healthcare delivery.

7.
Aust Prescr ; 47(3): 72-74, 2024 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-38962383
8.
BMC Med Educ ; 24(1): 629, 2024 Jun 06.
Artigo em Inglês | MEDLINE | ID: mdl-38844893

RESUMO

BACKGROUND: Bangladesh has a shortfall of health professionals. The World Health Organization states that improving education will increase recruitment and retention of health workers. Traditional learning approaches, in medical education particularly, focus on didactic teaching, teaching of subjects and knowledge testing. These approaches have been superseded in some programmes, with a greater focus on active learning, integrated teaching and learning of knowledge, application, skills and attitudes or values and associated testing of competencies as educational outcomes. In addition, some regions do not have continuous professional development or clinical placements for health worker students, contributing to difficulties in retention of health workers. This study aims to explore the experiences of health professional education in Bangladesh, focusing on what is through observation of health professional education sessions and experiences of educators. METHODS: This mixed method study included 22 observations of teaching sessions in clinical and educational settings, detailed analysis of 8 national curricula documents mapped to Global Competency and Outcomes Framework for Universal Health Coverage and 15 interviews of professionals responsible for health education. An observational checklist was created based on previous literature which assessed training of within dimensions of basic clinical skills; diagnosis and management; professionalism; professional development; and effective communication. Interviews explored current practices within health education in Bangladesh, as well as barriers and facilitators to incorporating different approaches to learning. RESULTS: Observations revealed a variety of approaches and frameworks followed across institutions. Only one observation included all sub-competencies of the checklist. National curricula documents varied in their coverage of the Global Competency and Outcomes Framework domains. Three key themes were generated from a thematic analysis of interview transcripts: (1) education across the career span; (2) challenges for health professional education; (3) contextual factors and health professional education. Opportunities for progression and development post qualification are limited and certain professions are favoured over others. CONCLUSION: Traditional approaches seem to predominate but there is some enthusiasm for a more clinical focus to education and for more competency based approaches to teaching, learning and assessment.


Assuntos
Competência Clínica , Educação Baseada em Competências , Currículo , Bangladesh , Humanos , Pessoal de Saúde/educação , Entrevistas como Assunto
9.
Adv Simul (Lond) ; 9(1): 15, 2024 May 01.
Artigo em Inglês | MEDLINE | ID: mdl-38693571

RESUMO

Disparities in accessing quality healthcare persist among diverse populations. Health professional education should therefore promote more diversity in the health workforce, by fostering attitudes of inclusion. This paper outlines the potential of virtual simulation (VS), as one method in a system of health professional education, to promote inclusion and diversity. We conceptualise how VS can allow learners to experience an alternative to what HPE currently is by drawing on two social justice theorists, Paulo Freire, and Nancy Fraser and their ideas about 'voice' and 'representation'. We present two principles for VS design and implementation: (1) giving voice to learners has the power to transform; and (2) representation in VS builds inclusion. We provide practical means of building voice and representation into VS learning activities, followed by an example. Purposeful and thoughtful integration of these principles paves the way for a more diverse and inclusive healthcare workforce.

10.
Radiography (Lond) ; 30(4): 1093-1098, 2024 07.
Artigo em Inglês | MEDLINE | ID: mdl-38772066

RESUMO

INTRODUCTION: International student mobility (ISM) is increasingly utilised in higher education to allow students the opportunity to engage authentically with cultures outside their own, providing an opportunity for self-growth. These growth opportunities often extend skills such as cultural competency, academic learning and self-efficacy, all of which are important skills for diagnostic radiography graduates. This study explores the motivations, benefits and pitfalls of an ISM program and highlights key considerations for academics considering organising a program within their own university. METHODS: This study utilised a combination of individual and small group interviews to collect data about diagnostic radiography students' motivations, perceived benefits and pitfalls of undertaking ISM. Data were analysed using reflexive thematic analysis and overarching themes were developed. RESULTS AND DISCUSSION: Three themes were developed from the data, challenges and uncertainty, personal growth, and support. Participants undertaking ISM faced challenges such as cultural differences, as well as feelings of uncertainty. Additionally, they highlighted the importance of organisation in mitigating these challenges. Despite the challenges faced, participants reported significant personal growth and success as a result of the program, integral to this success was the support of their peers and academic advisors. CONCLUSION: ISM programs may lead to enhanced employability of diagnostic radiography graduates, with integral skills such as teamwork, communication cultural competence being enhanced in participants. The role of support during ISM is integral to the success of the program. It is imperative for academics organising ISM programs at their institutions to deliberately consider the way in which radiography students are supported both before and during the program to enhance the experience and ensure outcomes are maximised.


Assuntos
Motivação , Humanos , Feminino , Masculino , Radiografia , Intercâmbio Educacional Internacional , Radiologia/educação , Competência Cultural , Entrevistas como Assunto
11.
Med Teach ; 46(7): 874-884, 2024 07.
Artigo em Inglês | MEDLINE | ID: mdl-38766754

RESUMO

Curriculum change is relatively frequent in health professional education. Formal, planned curriculum review must be conducted periodically to incorporate new knowledge and skills, changing teaching and learning methods or changing roles and expectations of graduates. Unplanned curriculum evolution arguably happens continually, usually taking the form of "minor" changes that in combination over time may produce a substantially different programme. However, reviewing assessment practices is less likely to be a major consideration during curriculum change, overlooking the potential for unintended consequences for learning. This includes potentially undermining or negating the impact of even well-designed and important curriculum changes. Changes to any component of the curriculum "ecosystem "- graduate outcomes, content, delivery or assessment of learning - should trigger an automatic review of the whole ecosystem to maintain constructive alignment. Consideration of potential impact on assessment is essential to support curriculum change. Powerful contextual drivers of a curriculum include national examinations and programme accreditation, so each assessment programme sits within its own external context. Internal drivers are also important, such as adoption of new learning technologies and learning preferences of students and faculty. Achieving optimal and sustainable outcomes from a curriculum review requires strong governance and support, stakeholder engagement, curriculum and assessment expertise and internal quality assurance processes. This consensus paper provides guidance on managing assessment during curriculum change, building on evidence and the contributions of previous consensus papers.


Assuntos
Currículo , Humanos , Consenso , Avaliação Educacional/métodos
12.
JMIR Med Educ ; 10: e50118, 2024 Apr 17.
Artigo em Inglês | MEDLINE | ID: mdl-38630531

RESUMO

BACKGROUND: Carers often assume key roles in cancer care. However, many carers report feeling disempowered and ill-equipped to support patients. Our group published evidence-based guidelines (the Triadic Oncology [TRIO] Guidelines) to improve oncology clinician engagement with carers and the management of challenging situations involving carers. OBJECTIVE: To facilitate implementation of the TRIO Guidelines in clinical practice, we aimed to develop, iteratively refine, and conduct user testing of a suite of evidence-based and interactive web-based education modules for oncology clinicians (e-Triadic Oncology [eTRIO]), patients with cancer, and carers (eTRIO for Patients and Carers [eTRIO-pc]). These were designed to improve carer involvement, communication, and shared decision-making in the cancer management setting. METHODS: The eTRIO education modules were based on extensive research, including systematic reviews, qualitative interviews, and consultation analyses. Guided by the person-based approach, module content and design were reviewed by an expert advisory group comprising academic and clinical experts (n=13) and consumers (n=5); content and design were continuously and iteratively refined. User experience testing (including "think-aloud" interviews and administration of the System Usability Scale [SUS]) of the modules was completed by additional clinicians (n=5), patients (n=3), and carers (n=3). RESULTS: The final clinician module comprises 14 sections, requires approximately 1.5 to 2 hours to complete, and covers topics such as carer-inclusive communication and practices; supporting carer needs; and managing carer dominance, anger, and conflicting patient-carer wishes. The usability of the module was rated by 5 clinicians, with a mean SUS score of 75 (SD 5.3), which is interpreted as good. Clinicians often desired information in a concise format, divided into small "snackable" sections that could be easily recommenced if they were interrupted. The carer module features 11 sections; requires approximately 1.5 hours to complete; and includes topics such as the importance of carers, carer roles during consultations, and advocating for the patient. The patient module is an adaptation of the relevant carer module sections, comprising 7 sections and requiring 1 hour to complete. The average SUS score as rated by 6 patients and carers was 78 (SD 16.2), which is interpreted as good. Interactive activities, clinical vignette videos, and reflective learning exercises are incorporated into all modules. Patient and carer consumer advisers advocated for empathetic content and tone throughout their modules, with an easy-to-read and navigable module interface. CONCLUSIONS: The eTRIO suite of modules were rigorously developed using a person-based design methodology to meet the unique information needs and learning requirements of clinicians, patients, and carers, with the goal of improving effective and supportive carer involvement in cancer consultations and cancer care.


Assuntos
Cuidadores , Neoplasias , Humanos , Escolaridade , Oncologia , Aprendizagem , Internet , Neoplasias/terapia
13.
Nurse Educ Today ; 138: 106156, 2024 07.
Artigo em Inglês | MEDLINE | ID: mdl-38547542

RESUMO

AIMS AND OBJECTIVES: The purpose of this study was to systematically review studies related to the use of online Team Based Learning (TBL) platforms with a focus on health professional education. The objectives were to identify best practices, highlight what technological platforms are effective for TBL processes and evaluate educational outcomes in terms of student experience, learning and preference. DESIGN: A systematic review of published TBL research was undertaken between August and October 2021 and supplemented in September 2022. DATA SOURCES: ERIC, PsycINFO, Scopus, Embase, Medline, and Cinahl databases were used. The keywords were identified from researchers' knowledge and PICO/PICo framework. REVIEW METHODS: Titles and abstracts were screened individually by two reviewers for eligibility. Data extraction was undertaken by two researchers independently and checked for consistency by discussion between the two. Articles were appraised using the Mixed Methods Appraisal Tool (MMAT). RESULTS: Out of 656 articles 14 were involved in the final review. All others were rejected due to duplication, ineligibility, or poor quality. The studies were from a range of countries and focussed on a range of health professionals including nursing. Inconsistencies in approaches for TBL, platforms used and mixed results in terms of outcomes were noted. There was no real consensus other than that TBL was equally as effective if carried out online or face-to-face, with no clear differences to outcomes related to satisfaction in online or traditional TBL approaches. CONCLUSIONS: It is recommended that further research is carried out into the outcomes of TBL on learning and experiences of students in health professional courses. The development and appraisal of integrated TBL platforms should be invested in and infrastructure and resources are put in place to support this.


Assuntos
Educação a Distância , Humanos , Educação a Distância/métodos , Pessoal de Saúde/educação
14.
J Interprof Care ; 38(3): 534-543, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38343271

RESUMO

Literature regarding simulation for learning interprofessional collaborative practice (IPCP) indicates a need to include a range of health professions and to focus on students' development of team communication and conflict resolution skills in day-to-day healthcare delivery. This study evaluated the impact of interprofessional simulation for occupational therapy, physiotherapy, dietetics, and nursing students on interprofessional collaboration competencies, specifically collaborative communication and conflict resolution during day-to-day interactions, and their intention for IPCP during placement. A series of simulations featuring the potential for interprofessional conflict and involving explicit coaching on communication and conflict resolution were conducted. A single cohort pre-test post-test design included the Students' Perceptions of Interprofessional Clinical Education Revised (SPICE-R), the Interprofessional Collaborative Competencies Attainment Survey (ICCAS), and an open response survey question on future intended practice. A total of 237 students participated in the simulation experience. Overall scores and scores on all IPCP competencies in the ICASS (n = 193) and SPICE-R (n = 226) improved for all professions post-simulation. The mean score of the ICCAS increased for 98% of the respondents and similarly the mean score of the SPICE-R increased for 71% of the respondents. Open-ended responses indicated students' intentions to pursue self-leadership in IPCP. Students who participated in an interprofessional simulation reported perceived improvements in IPCP competencies and were encouraged to initiate IPCP when on placement in the practice setting.


Assuntos
Dietética , Difosfonatos , Terapia Ocupacional , Estudantes de Enfermagem , Humanos , Relações Interprofissionais , Modalidades de Fisioterapia
15.
Int J Health Plann Manage ; 39(3): 879-887, 2024 May.
Artigo em Inglês | MEDLINE | ID: mdl-38278780

RESUMO

Future global health security requires a health and care workforce (HCWF) that can respond effectively to health crises as well as to changing health needs with ageing populations, a rise in chronic conditions and growing inequality. COVID-19 has drawn attention to an impending HCWF crisis with a large projected shortfall in numbers against need. Addressing this requires countries to move beyond a focus on numbers of doctors, nurses and midwives to consider what kinds of healthcare workers can deliver the services needed; are more likely to stay in country, in rural and remote areas, and in health sector jobs; and what support they need to deliver high-quality services. In this paper, which draws on a Policy Brief prepared for the World Health Organization (WHO) Fifth Global Forum on Human Resources for Health, we review the global evidence on best practices in organising, training, deploying, and managing the HCWF to highlight areas for strategic investments. These include (1). Increasing HCWF diversity to improve the skill-mix and provide culturally competent care; (2). Introducing multidisciplinary teams in primary care; (3). Transforming health professional education with greater interprofessional education; (4). Re-thinking employment and deployment systems to address HCWF shortages; (5). Improving HCWF retention by supporting healthcare workers and addressing migration through destination country policies that limit draining resources from countries with greatest need. These approaches are departures from current norms and hold substantial potential for building a sustainable and responsive HCWF.


Assuntos
COVID-19 , Saúde Global , Mão de Obra em Saúde , Humanos , Mão de Obra em Saúde/organização & administração , COVID-19/epidemiologia , Pessoal de Saúde , Atenção à Saúde/organização & administração , Internacionalidade , SARS-CoV-2
16.
Med Teach ; 46(4): 443-445, 2024 04.
Artigo em Inglês | MEDLINE | ID: mdl-38207001

RESUMO

This inaugural Lincoln Chen Lecture comments on five themes raised in the International Conference on the Future of Health Professional Education (University of Miami, November 2022), identifies challenges for the future of health professional education, and highlights the contributions and legacy of Lincoln Chen.


Assuntos
Pessoal de Saúde , Humanos , Pessoal de Saúde/educação , Saúde Global
17.
Adv Health Sci Educ Theory Pract ; 29(1): 273-300, 2024 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-37247126

RESUMO

Meaningful service user involvement in health professions education requires integrating knowledge held by "lay" people affected by health challenges into professional theories and practices. Involving service users redefines whose knowledge "counts" and implies a shift in power. Such a shift is especially significant in the mental health field, where power imbalances between health professionals and service users are magnified. However, reviews of the literature on service user involvement in mental health professional education do little to explore how power manifests in this work. Meanwhile critical and Mad studies scholars have highlighted that without real shifts in power, inclusion practices can lead to harmful consequences. We conducted a critical review to explore how power is addressed in the literature that describes service user involvement in mental health professions education. Our team used a co-produced approach and critical theories to identify how power implicitly and explicitly operates in this work to unearth the inequities and power structures that service user involvement may inadvertently perpetuate. We demonstrate that power permeates service user involvement in mental health professional education but is rarely made visible. We also argue that by missing the opportunity to locate power, the literature contributes to a series of epistemic injustices that reveal the contours of legitimate knowledge in mental health professions education and its neoliberal underpinnings. Ultimately, we call for a critical turn that foregrounds power relations to unlock the social justice-oriented transformative potential of service user involvement in mental health professions education and health professions education more broadly.


Assuntos
Pessoal de Saúde , Participação do Paciente , Humanos , Pessoal de Saúde/educação , Escolaridade , Saúde Mental , Ocupações em Saúde
18.
J Family Med Prim Care ; 12(10): 2201-2203, 2023 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-38074268

RESUMO

Despite the need for a well-trained emergency medicine (EM) workforce in India, there are still many shortcomings. The COVID-19 pandemic has brought to the limelight the critical importance of digital health data, tools, technologies, and services in monitoring and combating adverse health effects of the pandemic. On the other hand, relevant health care stakeholders have often been underprepared to embrace digital health solutions wholeheartedly and rise to the pandemic challenge. The Global Strategy on Digital Health 2020-2025 clearly states how relevant digital health interventions (DHI) would enhance the access and improve the health outcomes, if used judiciously. Currently, India's G20 Presidency health priorities are focussed on health emergencies prevention, preparedness, and response, by incorporating digital health at its core. Keeping these policy directives in mind, health professional educators should actively incorporate DHI as an integral part of health professional education for the domain of EM. To attain an optimal growth of EM as an academic discipline in India, the curriculum has to be made up to date, incorporating the latest DHIs. The PG curriculum committees of both the National Medical Commission and the National Board of Examination must form a consensus for implementing such curriculum throughout India. The modern-day emergency room (ER) or casualty may soon have AI-enabled robots doing a lot of repetitive and precise activities to save lives. Healthcare professionals working in the ER have to be aware and efficient in handling these robots and other clinical decision support systems well.

19.
Biophys Rev ; 15(5): 1351-1358, 2023 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-37974976

RESUMO

Brain-computer interface (BCI) technologies have developed as a game changer, altering how humans interact with computers and opening up new avenues for understanding and utilizing the power of the human brain. The goal of this research study is to assess recent breakthroughs in BCI technologies and their future prospects. The paper starts with an outline of the fundamental concepts and principles that underpin BCI technologies. It examines the many forms of BCIs, including as invasive, partially invasive, and non-invasive interfaces, emphasizing their advantages and disadvantages. The progress of BCI hardware and signal processing techniques is investigated, with a focus on the shift from bulky and invasive systems to more portable and user-friendly options. Following that, the article delves into the important advances in BCI applications across several fields. It investigates the use of BCIs in healthcare, particularly in neurorehabilitation, assistive technology, and cognitive enhancement. BCIs' potential for boosting human capacities such as communication, motor control, and sensory perception is being thoroughly researched. Furthermore, the article investigates developing BCI applications in gaming, entertainment, and virtual reality, demonstrating how BCI technologies are growing outside medical and therapeutic settings. The study also gives light on the problems and limits that prevent BCIs from being widely adopted. Ethical concerns about privacy, data security, and informed permission are addressed, highlighting the importance of strong legislative frameworks to enable responsible and ethical usage of BCI technologies. Furthermore, the study delves into technological issues such as increasing signal resolution and precision, increasing system reliability, and enabling smooth connection with existing technology. Finally, this study paper gives an in-depth examination of the advances and future possibilities of BCI technologies. It emphasizes the transformative influence of BCIs on human-computer interaction and their potential to alter healthcare, gaming, and other industries. This research intends to stimulate further innovation and progress in the field of brain-computer interfaces by addressing problems and imagining future possibilities.

20.
Cureus ; 15(11): e49480, 2023 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-38033440

RESUMO

Introduction The objective of this investigation was to conduct an audit of the consent form standards signed by patients before elective or emergency general surgery at our institution. The investigation involved a comparison of these standards with those outlined in the "HSE National Consent Policy 2022" established by the Health Service Executive (HSE) and the Royal College of Surgeons in Ireland (RCSI). In the event of discrepancies, we intended to complete the audit loop by educating general surgeons on the essential standards for obtaining written consent in both elective and emergency general surgical procedures. Methods To assess the quality of patient consent, a pre-interventional phase was conducted over one week. Information was gathered exclusively through electronic medical record systems. Subsequent to the data analysis, an in-person educational session was conducted to enlighten non-consultant hospital doctors (NCHDs) in surgery about the significance of informed written consent and the criteria for lawful consent according to local guidelines established by the HSE and the RCSI. Three months following the intervention, a follow-up cycle was carried out to evaluate whether there were any improvements in the standards of consent. Results In the initial phase, prior to intervention, a total of 95 consent forms were collected. The patient's name, date of birth (DOB), and hospital board number (BN) were accurately recorded in all consent forms. However, only 66% (n=63) were accurately documented without the use of abbreviations or acronyms. Following the intervention, 145 consent forms were gathered. All appropriately indicated the patient's name, DOB, and BN. However, 84% (n=122) of consent forms were correctly labeled without the use of abbreviations or acronyms (p=0.0017). Conclusion This closed-loop review illustrates that the quality of consent can be notably enhanced through a straightforward educational intervention led by NCHDs in general surgery. Such interventions can be instructive, leading to improved consent form documentation. This, in turn, enhances patient safety and helps prevent potential medico-legal repercussions for both healthcare providers and institutions.

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