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2021 ◽  
Vol 42 (Supplement_1) ◽  
A Muessigbrodt ◽  
F Demoniere ◽  
S Finoly ◽  
M Mommarche ◽  
J Inamo

Abstract   The COVID-19 pandemics is a global challenge with a huge impact on medicine, politics, economy, education, travel and many other aspects of human life. The treatment of heart rhythm disorders has also been affected by the disease itself and by restrictions in order to constrain the spread of the virus. Catheter ablations of cardiac arrhythmias are nowadays frequently guided by electro-anatomic mapping systems. Technical staff with medical training, or medical staff with technical training, is needed to assist the operator. Travel restrictions due to current COVID-19 pandemics have limited the in person availability for technical support staff. To overcome these limitations we explored the feasibility of remote support with an internet based communication platform. A total of 9 patients (87,5% male, mean age 66,6 years) with different arrhythmias (atrial fibrillation, left atrial flutter, typical right atrial flutter, left ventricular tachycardia), having undergone ablation procedures between October 2020 and February 2021, were included. Acute procedural success was obtained in 9 out of 9 procedures. No complications occurred. Our experience with remote support for electro-anatomic mapping for complex electrophysiological ablation procedures, show the feasibility and safety of this approach. It increases the availability of technical support at reduced costs and a reduced CO2 footprint. Remote support for electro-anatomic mapping may therefore facilitate continuous care for patients with arrhythmias during the COVID-19 pandemics. Due to its advantages beyond COVID-19 pandemics related problems, it will likely play a greater role in the future. FUNDunding Acknowledgement Type of funding sources: None.

2021 ◽  
Vol 59 (5) ◽  
pp. 422-435
Yumi Shirai ◽  
Kathleen Bishop ◽  
Melissa Kushner

Abstract With a growing need for specialized training for direct caregivers and support staff of persons with intellectual and developmental disabilities (IDD) affected by dementia, the National Task Group on Developmental Disabilities and Dementia Practices (NTG) developed a comprehensive evidence-informed Dementia Capable Care Training (DCCT). To overcome the challenge of the training length and cost, and to extend its dissemination, the Sonoran Center developed a shorter version of the NTG-DCCT while retaining its core components, and implemented it in seven cities in the U. S. Southwest (N = 368). The pre- and post-training evaluation (n =260) demonstrated that the short version of the NTG-DCCT is effective in significantly improving participants' knowledge and/or confidence in dementia capable care. The follow-up semi-structured interviews of participants (n = 7) provide some insights.

2021 ◽  
Vol 12 (2) ◽  
Emlyn Dodd ◽  
Sonal Singh ◽  
Jim Micsko ◽  
Kylie Austin ◽  
Carolina Morison ◽  

The COVID-19 pandemic caused a rapid and unprecedented shift of widening participation and outreach activities to online and remote delivery. The impact of this went beyond practitioners and the university sector; positive and negative implications are felt by stakeholders and the broader community. This shift online is discussed through the lens of a multi-university perspective, using four case studies from university outreach programs in one Australian state. The article provides a holistic view of the lessons learned and discoveries made, informing future program design and delivery. These programs include primary and secondary students, teachers, parents, guardians and carers, and work within a range of low socioeconomic and regional, rural and remote contexts. We argue that the fundamentally necessary shift online created a profound legacy and bears potential to increase accessibility (via diversity and scale), but, simultaneously, that care must be applied if substituting face-to-face engagement with that online. While this article primarily focuses on issues of value to practitioners, it also discusses important implications for academics, support staff, and university executive regarding the access and participation of underrepresented cohorts during times of mass change.

2021 ◽  
Vol 12 (4) ◽  
pp. 12-36
Howard A. Doughty

On October 16, 2017, over 12,000 faculty, librarians, and counsellors in 24 independent postsecondary colleges in Ontario, Canada went on strike for the fourth time since they organized in 1971 as members of the Civil Service Association of Ontario and won their first collective agreement the next year. Begun as an apolitical, self-consciously quasi-colonial, and decidedly elitist “professional” body in 1911, the CSAO has transformed itself in name and in nature into an increasingly class-conscious and intermittently militant Ontario Public Service Employees Union with current membership of approximately 180,000 including: clerical staff; community and social service workers; corrections officers; healthcare, transportation, and natural resource workers; as well as college academic and support staff employees. Relations with their employers have become increasingly adversarial and rarely greater than in the college sector. This paper explores this strike.

2021 ◽  
Vol 66 (Special Issue) ◽  
pp. 115-116
Wieke Ligtenberg ◽  
Margreet Stolper ◽  
Bert Molewijk ◽  

"Ethics support staff often help others to deal with moral challenges. However, they themselves can also experience moral challenges when practicing ethics support. Facilitators of Moral Case Deliberation (MCD) sometimes for example experience ethical questions when it comes to (breaking) confidentiality. Facilitators might find themselves compelled to intervene or act upon things they hear or see whilst facilitating a MCD. For example, a MCD facilitator finds out that a participant does something illegal. Or, what to do if a MCD facilitator is asked to inform the Inspectorate about details of a MCD? When is a facilitator allowed or obligated to break confidentiality and share information with others? How to make such a decision? And, if allowed to break confidentiality, how to do this in a morally sound way? Currently there are no moral guidelines on how to act upon these questions. We conducted empirical research that explores moral challenges of MCD facilitators related to confidentiality and develops a moral compass which provides directions to approach these challenges. Data collection consists of three complementary methods: * analyses of 3 a 4 audiotaped and transcribed MCD sessions about how and when to break confidentiality; * in-depth interviews about the topic; * focus group to validate the findings and co-create a moral compass. In our presentation, we will reflect upon both the theoretical and normative considerations concerning confidentiality in ethics support and the empirical results of this study. Furthermore, we will present a preliminary version of a moral compass in order to strengthen the moral competency of MCD facilitators. "

2021 ◽  
Karen Bell ◽  
Syed Ghulam Sarwar Shah ◽  
Lorna R Henderson ◽  
Vasiliki Kiparoglou

Objective: To assess the training and development needs of researchers and support staff affiliated to the NIHR Oxford Biomedical Research Centre (BRC), one of the largest BRCs in England, and to find out about their past experiences of training. Design: A cross-sectional online questionnaire survey. Setting and Participants: A convenience sample of clinicians, nurses, midwives, allied health professionals, researchers and support staff (N=798) affiliated with the NIHR Oxford Biomedical Research Centre. Primary and secondary outcome measures: The primary outcome measure was the type of training and the secondary outcome measures were the duration, location and timing of training. Results: The response rate was 24%. Of 189 respondents, 114 were women (60%) and 75 men (40%). Respondents included research scientists (31%), medical doctors and dentists (17%), nurses and midwives (16%) and research managers and administrators (16%). Seventy-one percent respondents (n=134) reported attending at least one training activity in the last year and the most wanted training was leadership skills (25%), followed by research grant and fellowship writing (18%) and statistical analysis (16%). An ideal length of a training course was half a day (41%), whole day (25%) and 1-2 hours (22%). The most preferred time of the day for training was morning (60%) and afternoon (22%) and the favoured delivery style of training was an interactive workshop (52%), lecture/talk (25%), online (9%) and practical activities (9%). The main barriers to attending training courses were the lack of time (n-18%), work commitments (13%), and childcare responsibilities (6%). Conclusions: Translational researchers and supporting affiliates want short, easily accessible, interactive training sessions, particularly leadership training skills and grant and fellowship writing. However, practical elements are important too e.g. in a convenient location during the working day. Work commitment is the biggest obstacle in doing training.

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