Computerized Clinical Practice: Promises and Shortcomings

1986 ◽  
Vol 59 (3) ◽  
pp. 1099-1113 ◽  
Author(s):  
John W. Murphy ◽  
John T. Pardeck
Keyword(s):  
Clinical Practice ◽  
Modern Society ◽  
Computer Programs ◽  
Therapeutic Setting ◽  
Treatment Plans ◽  
Therapy Sessions

Technology is inundating every aspect of modern society, and clinical practice is no exception. Computer programs are currently available that conduct intake interviews, monitor treatment plans, administer, score, and interpret clinical instruments, and conduct actual therapy sessions. A survey of these applications is provided. Technologically generated knowledge may be objective but socially insensitive, because data must be conceptualized as “bits” of information. If practitioners are not careful, computers may reify the therapeutic setting. A critique of computer-generated knowledge is offered, along with suggestions pertaining to the proper use of this technology.

scholarly journals Cognitive therapy training for psychiatrists: impact on individual clinical practice

2004 ◽  
Vol 28 (4) ◽  
pp. 117-119 ◽  
Author(s):  
G. Swift ◽  
I. Durkin ◽  
C. Beuster
Keyword(s):  
Clinical Practice ◽  
Cognitive Therapy ◽  
Response Rate ◽  
Postal Questionnaire ◽  
Clinical Implications ◽  
Previous Survey ◽  
Therapy Training ◽  
Training And Supervision ◽  
Improved Outcomes ◽  
Therapy Sessions

Aims and MethodWe aimed to survey how psychiatrists with in-depth training in cognitive therapy use these skills. A postal questionnaire based on a previous survey was sent to all psychiatrists who are accredited members of the British Association for Behavioural and Cognitive Psychotherapies.ResultsThere was a 94% response rate. Psychiatrists in non-psychotherapy posts used formal cognitive therapy, with an average of 20% of new patients compared with 65% for those in psychotherapy posts, and were less satisfied with the extent to which they were able to use their skills (20%v. 80%). A total of 85% of respondents described themselves as being involved in teaching, training and supervision of cognitive therapy.Clinical ImplicationsUnless psychiatrists are planning on working in specialised psychotherapy posts, they are unlikely to use cognitive therapy training in formal therapy sessions. Further research is needed to determine whether cognitive therapy training for psychiatrists translates into improved outcomes for patients.

Teaching an Undergraduate Seminar in Psychotherapy

1996 ◽  
Vol 23 (2) ◽  
pp. 110-112 ◽  
Author(s):  
Kathryn Graff Low
Keyword(s):  
Role Playing ◽  
Course Evaluations ◽  
Case Material ◽  
Theoretical Orientations ◽  
Therapeutic Setting ◽  
Hands On ◽  
Therapy Sessions

I describe an undergraduate seminar course on psychotherapy that includes both didactic and experiential components. Students attend lectures, discuss case material, read texts on psychotherapy, and participate in role-playing sessions based on different theoretical orientations. These simulated therapy sessions are videotaped and shared during class. Students critique their own role-plays and receive feedback from peers both in and out of the classroom. Such a course improves communication stills and gives undergraduates hands-on experience in a simulated therapeutic setting. Course evaluations are summarised.

Incorporating HER2/HER3 targeted therapies across solid tumors: Assessing the impact of digital education on clinician practice patterns.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. 11036-11036
Author(s):  
Tariqa Ackbarali ◽  
Wendy Turell ◽  
Elizabeth L. del Nido ◽  
Adam Brufsky ◽  
Stephen V. Liu
Keyword(s):  
Breast Cancer ◽  
Gastric Cancer ◽  
Clinical Practice ◽  
Patient Experience ◽  
Targeted Therapies ◽  
Her2 Breast Cancer ◽  
Treatment Plans ◽  
Tumor Types ◽  
Behavioral Impact

11036 Background: Improved understanding of the interactions between HER2 and HER3, the heterogeneity of HER-expressing disease, and mechanisms of resistance to anti-HER2 therapy has led to increasing number of treatment options to address clinical needs. Tumor types of interest, impacted by HER2/HER3 expression and pathophysiology were breast cancer, non-small cell lung cancer (NSCLC), gastric cancer, and colorectal cancer (CRC). Increasing competency in these areas is deemed critical to clinician’s ability to individualize treatment plans and improve patient outcomes. Methods: A 2-hour CME activity was broadcast live-online in September 2020 and remains on-demand through September 2021 at OMedLive.com. The educational initiative was divided into one hour addressing HER2 and HER3, testing guidelines, resistance mechanisms and emerging data elucidating recent and ongoing clinical trials across NSCLC, gastric cancer, and CRC. The second hour focused on individualizing metastatic HER2+ breast cancer, HER2-low breast cancer as an emerging subtype, and management of side effects. Knowledge and competence questions were administered pre-, immediate post-, and 2 mos. post-activity. Behavioral impact questions were also asked at follow-up. Data from these questions were analyzed to determine engagement and clinical impact. Results: To date, 448 clinicians participated in the activity. Across the seven CME test questions, improvements in knowledge and competence were observed in the clinical applications of HER2-directed agents and HER3 antibody drug conjugates (ADCs), first-line standard of care for HER2+ breast cancer, and adverse event management for HER2 ADCs. At 2-mos. follow-up, 67% reported improved behavioral impact on both clinical practice and patient experience and outcomes. Clinicians provided specific write-in examples of these changes, noting improved patient-reported outcomes, improved treatment adherence, improved competence developing treatment plans, and increased understanding of HER2/HER3 pathophysiology. Updated and expanded results will be shared. Conclusions: The activity was successful in improving clinician understanding of the relationship between HER2/HER3, pathophysiology across tumor types, and applications of emerging targeted therapies. Open-ended responses to behavioral impact questions illustrated clear improvements in clinician-reported patient experience and outcomes, clinical practice management, and knowledge of emerging HER2/HER3 therapies and their uses across multiple solid tumors.

Person-Centered Care — Ready for Prime Time

2011 ◽  
Vol 10 (4) ◽  
pp. 248-251 ◽  
Author(s):  
Inger Ekman ◽  
Karl Swedberg ◽  
Charles Taft ◽  
Anders Lindseth ◽  
Astrid Norberg ◽  
...  
Keyword(s):  
Patient Satisfaction ◽  
Clinical Practice ◽  
Prime Time ◽  
Care Providers ◽  
Increase Patient Satisfaction ◽  
Person Centered Care ◽  
Centered Care ◽  
Treatment Plans ◽  
Improve Health

Long-term diseases are today the leading cause of mortality worldwide and are estimated to be the leading cause of disability by 2020. Person-centered care (PCC) has been shown to advance concordance between care provider and patient on treatment plans, improve health outcomes and increase patient satisfaction. Yet, despite these and other documented benefits, there are a variety of significant challenges to putting PCC into clinical practice. Although care providers today broadly acknowledge PCC to be an important part of care, in our experience we must establish routines that initiate, integrate, and safeguard PCC in daily clinical practice to ensure that PCC is systematically and consistently practiced, i.e. not just when we feel we have time for it. In this paper, we propose a few simple routines to facilitate and safeguard the transition to PCC. We believe that if conscientiously and systematically applied, they will help to make PCC the focus and mainstay of care in long-term illness.

WhatsApp guidelines – what guidelines? A literature review

2019 ◽  
Vol 25 (9) ◽  
pp. 524-529 ◽  
Author(s):  
Maurice Mars ◽  
Christopher Morris ◽  
Richard E Scott
Keyword(s):  
Clinical Practice ◽  
Ethical Issues ◽  
Instant Messaging ◽  
Healthcare Delivery ◽  
Modern Society ◽  
Professional Communication ◽  
Sensitive Information ◽  
Inclusion Criteria ◽  
National Guidelines ◽  
Record Keeping

Introduction Instant messaging (IM) is pervasive in modern society, including healthcare. WhatsApp, the most cited IM application in healthcare, is used to share sensitive patient information between clinicians. Its use raises legal, regulatory and ethical concerns. Are there guidelines for the clinical use of WhatsApp? Can generic guidelines be developed for the use of IM, for one-to-one and one-to-many healthcare professional communication using WhatsApp as an example? Aim We aimed to investigate if there are guidelines for using WhatsApp in clinical practice. Method Nine electronic databases were searched in January 2019 for articles on WhatsApp in clinical service. Inclusion criteria: paper was in English, reported on WhatsApp use or potential use in clinical practice, addressed legal, regulatory or ethical issues and presented some form of guideline or guidance for WhatsApp use. Results In total, 590 unique articles were found and 167 titles and abstracts met the inclusion criteria. Twenty-one articles identified the need for general guidelines. Twelve articles provided some form of guidance for using WhatsApp. Issues addressed were confidentiality, identification and privacy (eight articles), security (seven), record keeping (four) and storage (three). Mandatory national guidelines for the use of IM for patient-sensitive information do not appear to exist, only advisories that counsel against its use. Conclusion The literature showed clinicians use IM because of its simplicity, timeliness and cost effectiveness. No suitable guidelines exist. Generic guidelines are required for the use of IM for healthcare delivery which can be adapted to local circumstance and messaging service used.

scholarly journals Probability-Utility Model for Managing Evidence-based Central Database

2010 ◽  
Vol 4 (1) ◽  
pp. 61-66
Author(s):  
Janet G Bauer
Keyword(s):  
Clinical Practice ◽  
Clinical Practice Guideline ◽  
Practice Guideline ◽  
Treatment Options ◽  
Clinical Decisions ◽  
Utility Model ◽  
Clinical Scenarios ◽  
Average Patient ◽  
Treatment Plans ◽  
Central Database

The Probability-Utility Model is dependent on the clinical practice guideline for its function. The Model functions to provide decision analyses that demonstrate to clinicians and patients how personal preferences change the character of best evidence. Initially, patients are provided a clinical practice guideline based on “average patient” best evidence. The Model works to demonstrate how decision, utility, and cost best evidence impact on decisions. It offers to patients an explanation of these impacts. Thus, patients may become more informed about the choices that go into making optimal clinical decisions for their own personal health care. The model also provides for visual images to be used in discussing their personal choices when considering different treatment options and clinical scenarios. The calculations accomplished through the Model provide trade-off analyses by which discussions may be facilitated between provider and patient in reaching informed consent and optimal clinical decisions in formulating treatment plans.

scholarly journals An Investigation of Music Therapists' Experiences of Verbal Dialogue in Music Therapy Sessions

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Siobhán Nelligan ◽  
Tríona McCaffrey
Keyword(s):  
Clinical Practice ◽  
Music Therapy ◽  
Dyadic Relationship ◽  
Music Therapists ◽  
Professional Discourse ◽  
Individual Interviews ◽  
Irish Music ◽  
And Function ◽  
Therapy Sessions

This study presents a preliminary exploration of music therapists’ first-hand experiences of engaging in verbal dialogue with clients in their clinical practice. To the authors’ knowledge no previous studies have examined the role of verbal dialogue from the first-hand perspectives of experienced professionals working in the field.  Three individual interviews were conducted with three accredited Irish music therapists. Four central themes emerged as a result of thematic content analysis: content and function of verbal dialogue, the use of verbal dialogue may contribute to professional ambiguity, returning to the music, and the dyadic relationship between musical and verbal exchange. The findings revealed verbal dialogue to be a topic of interest for the participants in this study, one which stimulated meaningful reflections about clinical practice. The implications for professional identity and clinical practice which arose distinguished verbal dialogue as a potential area for further research and professional discourse within the wider music therapy community. Suggestions were made for additional areas of learning that may assist in preparing trainee and newly-qualified music therapists for potentially challenging verbal encounters with clients.

scholarly journals Reforming teaching methods by integrating dental theory with clinical practice for dental students

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e8477
Author(s):  
Wei Wang ◽  
Xuewei Bi ◽  
Yuhe Zhu ◽  
Xiaoming Li
Keyword(s):  
Clinical Practice ◽  
Teaching Methods ◽  
Teaching Method ◽  
Traditional Approach ◽  
Dental Students ◽  
Theoretical Medicine ◽  
Clinical Patient ◽  
Clinical Scenarios ◽  
Treatment Plans ◽  
And Performance

Background Transitioning from theoretical medicine to clinical practice is both an important and difficult process in dental education. Thus, there is an urgent need for teaching methods that can improve the ability of dental students to integrate dental theory with clinical practice. Methods First, we conducted training for problem-based learning based on real clinical cases for dental students. The students were then assigned to dentist/patient roles to rehearse and perform simulated clinical scenarios. Finally, questionnaires, clinical patient care scores, and performance assessments were utilized to evaluate and compare the effectiveness of this training with that of traditional teaching methods. Results Students’ abilities to treat and communicate with patients markedly improved after using this reformed teaching method. Among the 30 enrolled students, 29 liked the method, found it time-efficient, and believed that it could help enhance their problem-solving confidence and interest in prosthodontics. They also believed that this teaching method could help them gain a good understanding of related theoretical material, generally thought that the reformed teaching method was more valuable than the traditional approach, and would like to introduce it to others. Conclusion After the reformed teaching method was implemented, the students not only achieved better scholastically, but also demonstrated greater accuracy in diagnosing the conditions of patients and formulating treatment plans. They were also more frequently acknowledged by patients, indicating that this method is effective for dental students.

PARTNERSHIPS WITH PATIENTS: THE CONCEPT OF SHARED CARE IN CLINICAL PRACTICE OF CARDIOLOGISTS

Vestnik ◽  
2021 ◽  
pp. 93-96
Author(s):  
С.Ж. Уразалина
Keyword(s):  
Medical Education ◽  
Clinical Practice ◽  
Training Programs ◽  
Shared Care ◽  
Medical Professionals ◽  
Old Patients ◽  
Joint Management ◽  
Treatment Plans ◽  
Close Cooperation ◽  
Education Conference

Целью данной статьи являлось ознакомить кардиологическое сообщество страны с результатами работы ESC Education Conference (2020), которая была посвящена обсуждению проблем и возможности интеграции участия пациентов в совместном ведении их с врачами. ESC создан специальный форум по вовлечению уже пролеченных «старых» пациентов в программу совместного ведения «новых» пациентов, а также привлечению их в программы образования и науки. Конференция подтвердила единодушие участников в том, что интеграция пациентов в разработку их диагностических и лечебных планов требует выделения большего количества времени для обучения пациентов во время каждой встречи, а также сделала акцент о необходимости введения в учебные программы разделов по обучению медицинских работников совместному ведению. Вывод: Таким образом, концепция тесного сотрудничества пациентов и медицинских работников предоставляет огромную возможность для развития программы совместного ведения больных в области медицинского образования. The aim of article was to familiarize the cardiology community of the country with the results of the ESC Education Conference (2020), which was devoted to discussing the problems and the possibility of integrating patient participation in joint management with doctors. ESC created a special forum for the involvement of already treated "old" patients in the program of shared care of "new" patients, as well as their involvement in education and science programs. The Conference confirmed the consensus of the participants that the patients integration in the development of their diagnostic and treatment plans requires more time to train patients during each meeting, and also emphasized the need to introduce sections on training programs of medical professionals in the field of enabling shared care. Conclusion: Thus, the concept of close cooperation between patients and medical professionals provides a huge opportunity for the development of an enabling shared care in medical education.

scholarly journals Living Through COVID-19: A Perspective From Hong Kong

2020 ◽  
Vol 60 (5) ◽  
pp. 672-681 ◽  
Author(s):  
Arthur Cheuk-Man Li
Keyword(s):  
Hong Kong ◽  
Clinical Practice ◽  
Severe Acute Respiratory Syndrome ◽  
Face To Face ◽  
The People ◽  
Therapy Sessions

Hong Kong has been affected by the new coronavirus (COVID-19) since January 2020, almost 3 months earlier than most of the places around the globe. Once the epicenter of the severe acute respiratory syndrome (SARS) outbreak, the people of Hong Kong learned from their painful past and responded to the current epidemic quickly and accordingly. The creativity, mobility, compassion, and resilience demonstrated by Hong Kongers are understood and discussed through Viktor Frankl’s paradigm of the meaning triangle. The influence of COVID-19 on clinical practice, particularly the wearing of face masks during face-to-face therapy sessions is also briefly discussed.

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