User Interfaces for Patient-Centered Communication of Health Status and Care Progress

The recent trend toward patients participating in their own healthcare has opened up numerous opportunities for computing research. This dissertation focuses on how technology can foster this participation, through user interfaces to effectively communicate personal health status and care progress to hospital patients. I first characterize the design space for electronic information communication to patients through field studies conducted in multiple hospital settings. These studies utilize a combination of survey instruments, and low- and high-fidelity prototypes, including a document-editing prototype through which users can view and manage clinical data to automatically associate it with progress notes. The prototype, activeNotes, includes the first known techniques supporting clinical information requests directly within a document editor. A usage study with ICU physicians at New York-Presbyterian Hospital (NYP) substantiated our design and revealed how electronic information related to patient status and care progress is derived from a typical Electronic Health Record system. Insights gained from this study informed following studies to understand how to design abstracted, plain-language views suitable for patients. We gauged both patient and physician responses to information display prototypes deployed in patient rooms for a formative study exploring their design. Following my reports on this study, I discuss the design, development and pilot evaluations of a prototype Personal Health Record application providing live, abstracted clinical information for patients at NYP. The portal, evaluated by cardiothoracic surgery patients, is the first of its kind to allow patients to capture and monitor live data related to their care. Patient use of the portal influenced the subsequent design of tools to support users in making sense of online medication information. These tools, designed with nurses and pharmacists and evaluated by cardiothoracic surgery patients at NYP, were developed using topic modeling approaches and text analysis techniques. Embodied in a prototype called Remedy, they enable rapid filtering and comparison of medication-related search results, based on a number of website features and content topics. I conclude by discussing how findings from this series of studies can help shape the ongoing design and development of patient-centered technology

Professional development in Massachusetts' public alternative schools

Thesis (Ed.D.)--Boston UniversityThis qualitative study utilized 102 open-ended questionnaires and 15 semi-structured interviews to examine the professional development offered in 27 Massachusetts public alternative schools by answering the major question: What form do professional development programs take in Massachusetts' public, alternative schools? There were many opportunities for professional learning: topic-driven seminars, mentoring or coaching, and collaborative learning experiences. However, these opportunities were scattered, highly variable in quality, and limited in scope and time. Moreover, they were not owned or embraced by teachers or administrators and focused primarily on students' social emotional needs and behaviors rather than on instructional matters. Few administrators or teachers elaborated in depth about goals for professional development programs at their schools, suggesting that goals were not clearly formulated and articulated in their programs. Without clearly defined goals, the programs could not implement a coherent and focused approach to improving instruction and the effects of professional development could not be measured. More than half of administrators and teachers perceived themselves as prepared for working in alternative schools because of prior experience working with at-risk students and a belief that they had found their niche. Reliance on experience and trait-based theories of competency could explain the lack of engagement with issues of curriculum and instruction and the lack of movement toward a cohesive, data-driven professional development program. Lastly, when compared to the characteristics of high-quality professional development programs as defined by the National Staff Development Council (NSDC, now Learning Forward), the programs described by administrators and teachers were infrequent, scattered, not led by the principal or teachers, not guided by data analysis or clear goals, and not assessed for effectiveness. What was stressed was experience and dialogue about students, not instructional matters--an imbalance that hinders teacher development, instructional improvement, and student achievement. When alternative programs begin to own their own professional development, leverage the inherent strengths in their communities, and depersonalize practice, then they will begin to improve their instruction, and offer professional qevelopment that is coherent, data-driven, and goal oriented

The Ithacan, 1995-10-05

https://digitalcommons.ithaca.edu/ithacan_1995-96/1006/thumbnail.jp

ACUTA Journal of Telecommunications in Higher Education

In This Issue President\u27s Message From the ACUTA CEO Leg/Reg lssues Facing Higher Education Future Proof? The Coming lP Transition Growing Gigs Air U: Transforming TV White Spaces into lnternet Connectivity Taming the Social Media Beast Technology to Comply with Clery Act Emerging Trends on Campus 0ARnet and Ohio\u27s 100 Gbps Broadband Pipeline Iowa State Moves Voice Communications to the Cloud lnstitutional Excellence Awar

Nota Bene, April 8, 2004

https://scholarship.law.gwu.edu/nota_bene_2004/1004/thumbnail.jp

The Terminology of Composition Studies: A Historical Approach.

Recently, composition scholars have shown interest in examining their own language. My study furthers this interest by providing a historical analysis of the terminology commonly used in composition studies. The historical focus allows an analysis of how our vocabulary has changed in relation to specific schools of thought in composition studies, thus encouraging an awareness of the influence of context--professional, institutional, cultural, and personal--on the scholarship in composition studies. Such influences, I argue, are often ignored to the detriment of our discipline. Chapter one further explains the scope and purpose of my study. Chapters two and three analyze in-depth two terms, audience and authority, both of which have been both elusive and problematic in the field. I follow the developments and changing uses of these terms as seen in composition studies\u27 major publications since the 1960s, the decade of the paradigm shift to process theories of writing. Audience and authority serve as case studies to illustrate the importance of reading our disciplinary scholarship and our disciplinary history with a critical eye and with an awareness of the different contexts from which they emerge. In chapter four, I put into practice the suggestions offered in the above chapters. In this section, I provide a glossary of frequently used terms in composition studies. Each definition is divided into four sections. In section (a), I provide a brief, historical explanation of the term, giving a working definition of the term as well as knowledge of past roles the term has played in conversation. I also indicate negative and/or position connotations of the term. Section (b) includes definitions of the term offered by established composition scholars, and section (c) provides examples of the word in context. Section (d) includes names often associated with the concept. By looking at the terms historically and by looking at the various meanings, I attempt to put our language in context and to encourage diverse voices from various locations to take part in the composition conversation

The second beast

Includes bibliographical references.This novel is about guilt, blame, truth, reconciliation, jazz, and goats. When we first meet them, the two main characters, Mia and Cassie, are grieving the loss of another character, Sam, to an act of random violence. Each bears some measure of indirect guilt in relation to Sam's death, and each finds ways to avoid confronting it. Herein lies the seed of the book's main theme: frustrated catharsis