Reimagining neuroscientific and andragogical principles for dementia care education.

This article aims to explore the integration of Louis Cozolino's (2013) andragogical strategies with the tenets of person-centered dementia care practices to enhance dementia care education. The article examines the multiple dimensions of learning in adulthood, highlighting the role of neural plasticity and lifelong brain adaptation in shaping learning and experiential strategies. This in-depth evaluation underscores the significance of tailoring andragogical approaches to the needs of adult learners, who, in this context, are care providers for persons with dementia. This is done through proper understanding of the neurobiological realities and the unique learning needs of adults. Such tailored approaches can be aligned with the brain's adaptive nature by recognizing the intricate interplay of cognitive, emotional, and social dimensions. Highlighting the need for including lessons on the person-centered approach in dementia care education, the paper argues that adult learners - who are essentially part of the dementia care workforce - first need to learn, appreciate, and embrace the approach before applying it in their caregiving practices. This article presents an overarching argument that integration of Cozolino's principles of adult learning with tenets of person-centered dementia care could provide a robust framework for dementia care education.

Educators as agents of breadth-biased learning: using social reconstructionism as rationale for embracing media multitasking and enhancing teaching practices in higher education.

This perspective article contends that media multitasking has significant implications on cognitive control processes, particularly in how information is processed and utilized. Contrary to viewing media multitasking as inherently negative, the article argues that it contributes to the evolving nature of cognitive processing, without necessarily improving or degrading it. The discussion draws on theoretical frameworks from contemporary cognitive neuroscience to contextualize these arguments. The article provides a nuanced perspective on media multitasking, acknowledging its enduring presence and exploring its influence on cognitive processes, while also proposing strategies for educators to navigate its implications in educational settings.

Biopsychosocial implications of living with multiple sclerosis: a qualitative study using interpretative phenomenological analysis.

BACKGROUND: Multiple sclerosis (MS) is estimated to affect 2.8 million people worldwide, with increasing prevalence in all world regions (Walton et al). While there is no cure for MS, medication and lifestyle modifications can slow disease progression and enhance patients' quality of life. The biopsychosocial model of health recognises important interactions among biological, psychological and social factors in illness, including those relating to illness management, which contribute to the experience of those diagnosed with MS. OBJECTIVE: This qualitative, idiographic study aimed to explore the lived experiences of patients in the United Arab Emirates (UAE) diagnosed with S. METHODS: Semistructured interviews were conducted with a purposive sample of eight patients with MS ranging in age from 25 to 56 years. All participants were residing in the UAE at the time of data collection. Interpretative phenomenological analysis was used to analyse the data. RESULTS: Three superordinate themes were identified from patients' candid accounts of their lives with MS, highlighting issues of illness management, acceptance and gratitude, and adaptive coping. These themes broadly illustrate biological, psychological and social aspects of patients' MS experiences. CONCLUSION: The study emphasised the importance of adopting the biopsychosocial model to treat and manage MS. Additionally, it highlights the need for routine assessment and early, multidimensional approach with multidisciplinary team efforts to improve patients' quality of life.

Efficacy and tolerability of perampanel in patients with genetic generalized epilepsy (GGE): A retrospective, single-center study from the United Arab Emirates (UAE).

•52.4% achieved seizure freedom at six months from baseline in our cohort of PWE from the UAE.•38.1% achieved ≥50% reduction in seizure frequency at six months from baseline.•90.5% remained on perampanel treatment beyond the six-month period.•33.3% maintained perampanel monotherapy beyond six months.•9.5% discontinued perampanel treatment due to treatment-induced adverse events.