Evaluación de las necesidades educativas en pacientes con osteoartritis de rodilla en una cohorte latinoamericana

El Educational Needs Assessment Tool-versión española (SpENAT) es un cuestionario que evalúa las necesidades educativas (NE) de pacientes. Este estudio estableció las fuentes de información que los pacientes utilizan y evalúa las NE de pacientes con OA de rodilla utilizando el SpENAT.

Assessment of the educational needs in patients with knee osteoarthritis in a latin american cohort

The Spanish version of the Educational Needs Assessment Tool (SpENAT), is a self-completed questionnaire that assesses the educational needs (ENs) in osteoarthritis (OA) patients, with the purpose of providing tailored and patient-centered information. This study established the sources of information that patients use and to evaluate the ENs of patients with knee osteoarthritis (KOA) using the SpENAT.

Educational Needs Assessment Among Adults During the COVID-19 Pandemic

Background: Coronavirus disease (COVID-19) has become a global disease. Educational needs assessment (knowledge, attitudes, and practices) plays a significant role in managing the COVID-19 situations. The objective of the present study was to assess the educational needs among adults during the COVID-19 pandemic. Methods: This cross-sectional descriptive-correlational study was performed among 384 adults through stratified-cluster sampling in Ardabil city in November 2020. The data gathering tool was a self-reported questionnaire designed by the researchers consisting of 23 questions. Descriptive statistics, chi-square test, correlation coefficient, and regression analysis were performed to analyze the quantitative data.Results: Form the 384 respondents of 5 regions of Ardabil in Iran, the accurate response rate for this study revealed that 73.17% of participants (n=281) had sufficient knowledge, 61.19% (n=235) had positive attitudes, and 69.53% (n=267) had adequate Practicing behavior. However, knowledge was associated with gender (p<0.001), occupation (p<0.001), and place of residence (p<0.001). Attitude was associated with age (p<0.001), marital status (p<0.001) and level of education (p<0.001) and place of residence (t=4.242, p<0.001). The practice was associated with age (p<0.001), gender (p<0.001) marital status (p<0.001). The results of linear regression analysis showed that knowledge and attitude affect behavior (p<0.001).Conclusions: The Chinese public exhibited a good level of knowledge of COVID-19, a positive attitude, and high adherence to good practices. COVID-19-related knowledge, attitudes, and practices were affected by age, marital status, education level, occupation, and place of residence to varying degrees. In addition, practices were affected by knowledge and attitudes.

Chatbots and features of their use in education

It's the fact that for decades there has been a search for a system that can imitate human mentors and automate some of their tasks. In the 1980s, intellectual tutoring systems appeared. These are systems that include artificial intelligence and support the student's learning process by offering him expert guidance. However, these are systems that are limited to certain areas of knowledge. Unlike intelligent learning systems, chatbots focus on conversation. Their goal is to achieve interaction in the same patterns as in humans. To maintain conversation, these bots must be able to analyze the environment and offer solutions to problems, interpret emotions of the interlocutor and act accordingly, and also help in learning process. The practical significance of the research presented in the article is that it analyzes the basics of chatbot technology, based on educational needs. Assessment of readiness of chatbot technology for operation at a given moment of time and with modern technological development is given.

Knowledge gaps, lack of confidence, and system barriers to guideline implementation among European physicians managing patients with CIED lead or infection complications: a European Heart Rhythm Association/European Society of Cardiology educational needs assessment survey

As the number of patients with cardiac implantable electronic devices (CIEDs) grows, they are likely to present with issues to diverse groups of physicians. Guideline-adherent management is associated with improved prognosis in patients with CIED infection or lead problems but is insufficiently implemented in practice. The European Heart Rhythm Association (EHRA) with the support of the European Society of Cardiology (ESC) Working Group on Cardiovascular Surgery, performed a multinational educational needs assessment study in ESC member countries, directed at physicians who might be confronted with CIED patients with complications. A total of 336 physicians from 43 countries, reached through the ESC mailing list, participated. They included a mix of electrophysiologists, cardiologists general physicians and cardiac surgeons .One hundred and twenty-nine (38%) of the respondents performed lead extraction. The survey included eight clinical cases and a self-evaluation question of knowledge and skills to apply that knowledge. The survey looked at 14 areas of care across five stages of the patient journey. Of the non-extracting physicians over 50% felt they lacked the knowledge and skills to make the diagnosis and refer for lead extraction and over 75% felt they lacked knowledge and skills to manage aspects of extraction and post-extraction care. Barriers to correct referral were logistic and attitudinal. Extracting physicians reported significantly higher rates of adequate skills and knowledge across all five stages of the patient journey (P &lt; 0.05). We identified major gaps in physicians’ knowledge and skills across all stages of CIED care. These gaps should be addressed by targeted educational activities and streamlining referral pathways.