scholarly journals A Qualitative Understanding of Motivations, Preferences, and Attitudes Toward Adherence-Based Technology

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 554-554
Author(s):  
Shenghao Zhang ◽  
Nicholas Gray ◽  
Andrew Dilanchian ◽  
Dawn Carr ◽  
Mia Lustria ◽  
...  
Keyword(s):  
Mobile Applications ◽  
Training Programs ◽  
Brain Training ◽  
Cognitive Assessments ◽  
Younger Adults ◽  
Thematic Content Analysis ◽  
Individual Preferences ◽  
Online Focus Groups ◽  
Qualitative Understanding ◽  
Perceived Benefit

Abstract The future of cognitive assessments and brain-training programs is very likely to involve mobile applications for phones and tablets. However, adherence to these programs over the long haul is notoriously low. In an effort to countervail this trend, we ran online focus groups with both older and younger adults to understand from a user-centered perspective how to better design apps to increase adherence. Using thematic content analysis (Braun & Clarke, 2006) with an inductive bottom-up approach (Frith & Gleeson, 2004), we found a surprising number of common themes across older and younger adults that superseded many of their superficial differences. For instance, both younger and older adults were reluctant to engage in the program unless it had some obvious perceived benefit; both wanted the program personalized to their individual preferences; both wanted the ability to customize features and reminders; and both generally agreed that the tasks had to be fun.

scholarly journals Age Is Not a Barrier: Older Adults With Cancer Derive Similar Benefit in a Randomized Controlled Trial of a Remote Symptom Monitoring Intervention Compared With Younger Adults

2020 ◽  
Vol 27 (1) ◽  
pp. 107327482096887
Author(s):  
Lorinda A. Coombs ◽  
Lee Ellington ◽  
Angela Fagerlin ◽  
Kathi Mooney
Keyword(s):  
Older Adults ◽  
Interactive Voice Response ◽  
Controlled Trial ◽  
Ease Of Use ◽  
Younger Adults ◽  
Symptom Monitoring ◽  
Adult Participants ◽  
Perceived Benefit ◽  
Significant Difference ◽  
Technological Tool

This study investigated a remote symptom monitoring intervention to examine if older participants with cancer received a similar magnitude of benefit compared with younger adults with cancer. We analyzed a longitudinal symptom monitoring intervention for 358 participants beginning a new course of chemotherapy treatment in community and academic oncology practices. The study design was a randomized control trial; participants were randomized to the intervention or usual care, the intervention was delivered during daily automated coaching. Older adults with moderate and severe symptoms derived similar benefit as those adults younger than 60 years of age, adherence to the study protocol which involved daily calls was high. There was no significant difference between the 2 age categories; on average, older adult participants made 88% of expected daily calls and younger adult participants made 90% of expected daily calls. Our results challenge the perception that older adults are unwilling or unable to use a technological tool such as interactive voice response and suggest that patient utilization may be guided by other factors, such as ease of use and perceived benefit from the intervention.

scholarly journals Effects of Dehydration on Brain Functioning: A Life-Span Perspective

2017 ◽  
Vol 70 (Suppl. 1) ◽  
pp. 30-36 ◽  
Author(s):  
Nathalie Pross
Keyword(s):  
Age Groups ◽  
The Elderly ◽  
Brain Maturation ◽  
Imaging Data ◽  
Cognitive Assessments ◽  
Younger Adults ◽  
Brain Functioning ◽  
And Performance ◽  
Study Participants ◽  
The Brain

Background: In the last 10 years, there has been an increase in the publication of literature dealing with the effects of mild dehydration on cognition in healthy adults. Fewer studies, leading to less consistent data, involved other age groups. Summary: In healthy young adults refraining from drinking or participating in dehydration protocols, it was found that mild dehydration had no impact on performance, whereas the mood was widely impaired. Several studies have also been conducted in young children either as observational studies or as interventional studies. Nevertheless, methodological differences in (de)hydration monitoring, in cognitive assessments, and in the age/brain maturation of study participants, often resulted in contradictory findings regarding the cognitive functions impacted by (de)hydration. Although not consistent, these data showed that not only mood but also performance tend to be impaired by dehydration in children. Even if older adults are likely to be more vulnerable to dehydration than younger adults, very few studies have been conducted in this regard in this population. The results show that, like it is in children, cognition tends to be impaired when the elderly are dehydrated. Taken together, these studies suggest that dehydration has greater detrimental effects in vulnerable populations. Recent imaging data suggest that the brain of children and elderly adults may have fewer resources to manage the effects of dehydration. Consequently, cognitive tasks may be more demanding for younger and older brains and performance more likely to be impaired in these populations, in comparison to young healthy subjects who have greater and more efficient resources.

scholarly journals Communication-based behaviour support for adults with intellectual disabilities receiving dental care: A focus group study exploring dentists’ decision-making and communication

2017 ◽  
Vol 23 (4) ◽  
pp. 526-540 ◽  
Author(s):  
Caoimhin Mac Giolla Phadraig ◽  
Colin Griffiths ◽  
Philip McCallion ◽  
Mary McCarron ◽  
June Nunn
Keyword(s):  
Decision Making ◽  
Intellectual Disabilities ◽  
Focus Group Study ◽  
Thematic Content Analysis ◽  
Education Practice ◽  
Online Focus Groups ◽  
Communicative Strategies ◽  
Decision Making Processes ◽  
Intuitive Decision Making ◽  
Adults With Intellectual Disabilities

A better understanding of how communication-based behaviour supports are applied with adults with intellectual disabilities may reduce reliance on restrictive practices such as holding, sedation and anaesthesia in dentistry. In this study, we explore how communication is used by dentists who provide treatment for adults with intellectual disabilities. A descriptive qualitative study, adopting synchronous online focus groups, was undertaken with six expert dentists in Ireland. Members were contacted again in pairs or individually for further data collection, analysed using thematic content analysis. Two relevant categories emerged from the data, relating to the selection and application of communication-based behaviour support for adults with intellectual disabilities. Decision-making processes were explored. Building on these categories, a co-regulating process of communication emerged as the means by which dentists iteratively apply and adapt communicative strategies. This exploration revealed rationalist and intuitive decision-making. Implications for education, practice and research are identified.

Do “Brain-Training” Programs Work?

2016 ◽  
Vol 17 (3) ◽  
pp. 103-186 ◽  
Author(s):  
Daniel J. Simons ◽  
Walter R. Boot ◽  
Neil Charness ◽  
Susan E. Gathercole ◽  
Christopher F. Chabris ◽  
...  
Keyword(s):  
Training Programs ◽  
Brain Training

scholarly journals Speed++TM: A New Pencil Puzzle for Mental Arithmetic

2012 ◽  
Vol 4 (12) ◽  
pp. 601-605
Author(s):  
Tiong Kung Ming
Keyword(s):  
Training Program ◽  
Training Programs ◽  
Mental Arithmetic ◽  
Dynamic Structure ◽  
The Novel ◽  
Brain Training ◽  
Spatial Skills ◽  
Visual Spatial

A new pencil puzzle, Speed++TM, was developed by combining and adapting the ideas of two popular Japanese pencil puzzles i.e. Kakuro and Numberlink. The novel characteristics of Speed++TM and its advantages are then compared to traditionally composed mental arithmetic questions used in practice and competitions by mental arithmetic associations. In particular, the new puzzles have a dynamic structure which in effect tests visual-spatial skills, memory, and concentration. The puzzles also look more appealing and are easy to produce through computer implemented algorithms. We further describe the potential of this puzzle as a more vibrant mental arithmetic challenge for mental arithmeticians and its viability for educational use in schools and brain training programs similar to Prof. Kawashima’s world famous brain training program.

scholarly journals Executive Functions Training and Giftedness (Capacitatión en funciones ejecutivas y superdotación)

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 1005-1014
Author(s):  
Eirini Zoi Kontostavlou ◽  
Athanasios Drigas
Keyword(s):  
Executive Functions ◽  
Cognitive Skills ◽  
Training Programs ◽  
Self Regulation ◽  
Brain Training ◽  
Positive Effects ◽  
Brain Functions ◽  
Mental Abilities ◽  
Executive Function Training ◽  
The Relationship

  The purpose of this article is to clarify the relationship between Executive Functions (EF) training and giftedness. In this paper we provide a literature review of condemnatory literature. Executive Functions are a set of cognitive skills considered as necessary for the cognitive control of behavior and they are important for self- regulation and adaptation. The proper functioning of the executive functions is associated with high IQ. Moreover, executive function training can be achieved by brain training programs, that aim to improve basic brain functions. Through education, various tasks are improved. Techniques that improve cognitive skills can benefit individuals with superior mental abilities and can be used as intervention techniques to improve and develop giftedness. The training of executive functions can be achieved through brain training. Brain training is a scientific field that has highly progressed over the last years and has offered extremely interesting results that lead to new developments in the field of giftedness. After analyzing what brain training is, we refer to the executive functions that can improve through brain training. Afterwards, we refer to brain training programs, which have had positive effects on the training of executive functions. Resumen: El propósito de este artículo es aclarar la relaciόn entre la formaciόn de funciones ejecutivas y la superdotación. En este artículo proporcionamos una revisión de la literatura condenatoria. Las funciones ejecutivas son un conjunto de habilidades cognitivas consideradas necesarias para el control cognitivo de la conducta y son importantes para la autorregulación y adaptación. El buen funcionamiento de las funciones ejecutivas está asociado a un alto coeficiente intelectual. Además, el entrenamiento de la función ejecutiva se puede lograr con programas de entrenamiento cerebral, que tienen como objetivo mejorar las funciones cerebrales básicas. A través de la educación, se mejoran varias tareas. Las técnicas que mejoran las habilidades cognitivas pueden beneficiar a las personas con capacidades mentales superiores y pueden utilizarse como técnicas de intervención para mejorar y desarrollar la superdotación. El entrenamiento de las funciones ejecutivas se puede lograr mediante el entrenamiento del cerebro. El Brain Training es un campo científico que ha avanzado mucho en los últimos años y ha ofrecido resultados sumamente interesantes que conducen a nuevos desarrollos en el campo de la superdotación. Tras analizar qué es el entrenamiento cerebral, nos referimos a las funciones ejecutivas que pueden mejorar mediante el entrenamiento cerebral. Posteriormente, nos referimos a los programas de entrenamiento cerebral, que han tenido efectos positivos en el entrenamiento de las funciones ejecutivas.

Evaluating Hospice and Palliative Medicine Education in Pediatric Training Programs

2016 ◽  
Vol 34 (7) ◽  
pp. 603-610 ◽  
Author(s):  
Arun L. Singh ◽  
Jeffrey C. Klick ◽  
Courtney E. McCracken ◽  
Kiran B. Hebbar
Keyword(s):  
Teaching Methods ◽  
Palliative Medicine ◽  
Response Rate ◽  
Training Programs ◽  
Complete Response Rate ◽  
Complete Response ◽  
Bedside Teaching ◽  
Perceived Benefit ◽  
The Impact ◽  
Medicine Education

Background: Hospice and Palliative Medicine (HPM) competencies are of growing importance in training general pediatricians and pediatric sub-specialists. The Accreditation Council for Graduate Medical Education (ACGME) emphasized pediatric trainees should understand the “impact of chronic disease, terminal conditions and death on patients and their families.” Currently, very little is known regarding pediatric trainee education in HPM. Methods: We surveyed all 486 ACGME-accredited pediatric training program directors (PDs) - 200 in general pediatrics (GP), 57 in cardiology (CARD), 64 in critical care medicine (CCM), 69 in hematology-oncology (ONC) and 96 in neonatology (NICU). We collected training program’s demographics, PD’s attitudes and educational practices regarding HPM. Results: The complete response rate was 30% (148/486). Overall, 45% offer formal HPM curriculum and 39% offer a rotation in HPM for trainees. HPM teaching modalities commonly reported included conferences, consultations and bedside teaching. Eighty-one percent of all respondents felt that HPM curriculum would improve trainees’ ability to care for patients. While most groups felt that a HPM rotation would enhance trainees’ education [GP (96%), CARD (77%), CCM (82%) and ONC (95%)], NICU PDs were more divided (55%; p < 0.05 for all comparisons vs. NICU). Conclusion: While most programs report perceived benefit from HPM training, there remains a paucity of opportunities for pediatric trainees. Passive teaching methods are frequently utilized in HPM curricula with minimal diversity in methods utilized to teach HPM. Opportunities to further emphasize HPM in general pediatric and pediatric sub-specialty training remains.

How (not) to train the brain

2019 ◽  
Author(s):  
Amir Raz ◽  
Sheida Rabipour
Keyword(s):  
Training Programs ◽  
Brain Training ◽  
Mental Performance ◽  
Training Techniques ◽  
Cognitive Power ◽  
The Brain

How (Not) to Train the Brain offers a scientifically honest account of brain training. It demolishes unfounded claims often made for brain training programs, offering instead useful, proven, methods for improving mental performance and capacity. It reviews the apps, books, and other products that have emerged in recent years claiming to boost cognitive power and focus emotion, destroying well-established myths and misconceptions about the brain. It offers alternative, easily implementable techniques, including a list of commercially available products that readers may wish to consider. This title includes interviews with leading experts and practitioners working with different brain training and mental optimization approaches. These interviews provide unique insights into the foundations and development of brain training techniques.

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