ABSTRACT
Multiple myeloma, the second most common hematologic malignancy worldwide, is an aggressive disease with high morbidity and mortality rates. Although myeloma remains incurable, new treatments have improved patients' life expectancy and quality of life. However, as these therapies are administered for prolonged and often indefinite periods, their success depends on high treatment adherence and significant patient engagement. This study aimed to evaluate the impact of a novel digital educational strategy on treatment adherence, quality of life, and the development of complications in patients with newly diagnosed myeloma. To this end, a two-arm, randomized, prospective, double-blind study was conducted to compare the conventional educational approach alone or combined with the novel digital strategy. This strategy was based on some principles of the Persuasive Systems Design model and incorporated the educational recommendations of patients and caregivers. Compared to the control group that only received information through the conventional educational approach, patients randomized to the digital strategy showed significantly higher treatment adherence and quality of life, associated with increased functionality and rapid reincorporation into daily routines. The digital strategy empowered patients and caregivers to understand the disease and therapeutic options and helped patients recall treatment information and implement healthy lifestyle habits. These results support that patient-targeted educational strategies can positively influence treatment adherence and thus improve their quality of life.
Subject(s)
Multiple Myeloma , Humans , Multiple Myeloma/drug therapy , Quality of Life , Prospective Studies , Treatment Adherence and Compliance , Life StyleABSTRACT
O objetivo deste trabalho é explorar, por meio da abordagem sociomaterial, práticas material- discursivas que envolvem crenças epistemológicas, professoras e professores situados na educação física escolar, tecnologias digitais e a Educação Digital, proposta pela Política Nacional de Educação Digital (PNED). Para tanto, apresenta os aportes da metodologia difrativa, que busca mapear os efeitos de diferença que emergem de encontros entre dados, sujeitos, ambientes, documentos, tecnologias e outros agentes. Ao fim, o artigo sugere algumas questões que possam orientar a análise difrativa em pesquisas interessadas nas práticas com as tecnologias digitais na educação física escolar.
The objective of this study is to explore, through a sociomaterial lens, the material-discursive practices that encompass epistemological beliefs, educators situated within School Physical Education, digital technologies, and Digital Education as proposed by the Política Nacional de Educação Digital (PNED). To achieve this, the study introduces the contributions of diffractive methodology, which aims to map the effects of difference arising from interactions among data, subjects, environments, documents, technologies, and other agents. Ultimately, the paper proposes several questions to guide diffractive analysis in research focused on practices with digital technologies in school physical education.
El objetivo de este trabajo es explorar, a través de un enfoque sociomaterial, las prácticas materiales-discursivas que involucran creencias epistemológicas, docentes situados en la Educación Física Escolar, tecnologías digitales y la Educación Digital, propuesta por la Política Nacional de Educação Digital (PNED). Para ello, se presentan los aportes de la metodología difractiva, que busca mapear los efectos de diferencia que emergen de los encuentros entre datos, sujetos, entornos, documentos, tecnologías y otros agentes. Al final, el artículo sugiere algunas cuestiones que pueden guiar el análisis difractivo en investigaciones interesadas en las prácticas con tecnologías digitales en la educación física en la escuela.
ABSTRACT
Artificial Intelligence (AI) represents a significant milestone in health care's digital transformation. However, traditional health care education and training often lack digital competencies. To promote safe and effective AI implementation, health care professionals must acquire basic knowledge of machine learning and neural networks, critical evaluation of data sets, integration within clinical workflows, bias control, and human-machine interaction in clinical settings. Additionally, they should understand the legal and ethical aspects of digital health care and the impact of AI adoption. Misconceptions and fears about AI systems could jeopardize its real-life implementation. However, there are multiple barriers to promoting electronic health literacy, including time constraints, overburdened curricula, and the shortage of capacitated professionals. To overcome these challenges, partnerships among developers, professional societies, and academia are essential. Integrating specialists from different backgrounds, including data specialists, lawyers, and social scientists, can significantly contribute to combating digital illiteracy and promoting safe AI implementation in health care.
Subject(s)
Artificial Intelligence , Curriculum , Humans , Educational Status , Neural Networks, Computer , Machine LearningABSTRACT
The education sector was considerably affected by the COVID-19 pandemic, risking the learning process and forcing governments to pull out contingency actions to ensure the students' development of generic and specific skills and guarantee education quality. These actions include the shift to online and hybrid (i.e., online and in-person) classes. This work assesses the pandemic effect on the generic skills of undergraduate students in a Colombian university. The study aims to determine the effect of COVID- 19 on the development of generic skills quantitatively. Two datasets were retrieved: i) A dataset with the scores obtained by the students in an institutional Generic Skills test and in the midterm tests; ii) A dataset with the students' scores in the Colombian standardized test for undergraduate students, called the Saber Pro test. Three analysis stages were performed: i) Univariate exploratory analysis; ii) Differential analysis to compare the No COVID vs. COVID scenarios; iii) A correlation analysis. Results showed that the scores of the Generic Skills and the Midterm tests increased significantly when comparing the two scenarios, except for the Written Communication. As for the Saber Pro test, only the scores for Written Comprehension, Quantitative Reasoning, and the global scores increased significantly. On the other hand, the correlation analysis showed a strong correlation only between the scores obtained at the Generic Skills and the Saber Pro tests for the English Proficiency skill. In addition, the analysis elucidated a weak correlation between the Generic Skills test's average and the Saber Pro's global score. Finally, the results prove that online education is a feasible alternative that offers students more flexibility to ensure the development of generic and specific skills.