34 research outputs found
Core Values that Influence the PatientâHealthcare Professional Power Dynamic: Steering Interaction towards Partnership
Healthcare has long been marked by the authoritative-physicianâpassive-patient interaction, with patients seeking help and physicians seeking to restore patients back to health. However, lobalisation, social movements, and technological advancements are transforming the nature of this relationship. We aim to identify core values that influence the power dynamic betweenpatients and healthcare professionals, and determine how to steer these interactions towards partnership, a more suitable approach to current healthcare needs. Patients with physical chronic diseases (10 men, 18 women) and healthcare professionals (11 men, 12 women) were interviewed, sessions transcribed, and the framework method used to thematically analyse the data. Validation was done through analyst triangulation and member check recheck. Core values identified as influencing the patient-healthcare professional power dynamic include: (A) values that empower patients (acceptance of diagnosis and autonomy); (B) values unique to healthcare professionals (HCPs) (acknowledging patients experiential knowledge and including patients in the therapeutic process); and (C) shared capitals related to their interactions (communication, information sharing and exchange, collaboration, and mutual commitment). These interdependent core values can be considered prerequisites to the implementation of the patient-as-partner approach in healthcare. Partnership would imply a paradigm shift such that stakeholders systematically examine each otherâs perspective, motivations, capabilities, and goals, and then adapt their interactions in this accord, for optimal outcome
The patientsâ perspective on access to and use of Personal Health Records
We present the patients' perspective regarding the use of Personal Health Records, and give insights on patients' characteristics, such as socioeconomic and behavioural factors, that are associated with the access to and use of Personal Health Records. The findings come from the INTERREG APPS project that investigated preferences for and intention to use Personal Health Records in four cross-border regions, in Lorraine/France, Luxembourg, Rhineland-Palatinate and Saarland/Germany, and Wallonia/Belgium
Patientâcentered digital biomarkers for allergic respiratory diseases and asthma: The ARIAâEAACI approach â ARIAâEAACI Task Force Report
Biomarkers for the diagnosis, treatment and follow-up of patients with rhinitis and/ or asthma are urgently needed. Although some biologic biomarkers exist in specialist care for asthma, they cannot be largely used in primary care. There are no validated biomarkers in rhinitis or allergen immunotherapy (AIT) that can be used in clinical practice. The digital transformation of health and health care (including mHealth) places the patient at the center of the health system and is likely to optimize the practice of allergy. Allergic Rhinitis and its Impact on Asthma (ARIA) and EAACI (European Academy of Allergy and Clinical Immunology) developed a Task Force aimed at proposing patient-reported outcome measures (PROMs) as digital biomarkers that can be easily used for different purposes in rhinitis and asthma. It first defined control digital biomarkers that should make a bridge between clinical practice, randomized controlled trials, observational real-life studies and allergen challenges. Using the MASK-air app as a model, a daily electronic combined symptom-medication score for allergic diseases (CSMS) or for asthma (e-DASTHMA), combined with a monthly control questionnaire, was embedded in a strategy similar to the diabetes approach for disease control. To mimic real-life, it secondly proposed quality-of- life digital biomarkers including daily EQ-5D visual analogue scales and the bi-weekly RhinAsthma Patient Perspective (RAAP). The potential implications for the management of allergic respiratory diseases were proposed.info:eu-repo/semantics/publishedVersio
The ARIA-MASK-airÂź approach
Funding Information: The authors thank Ms VĂ©ronique Pretschner for submitting the paper. MASKâair has been supported by CharitĂ© UniversitĂ€tsmedizin Berlin, EU grants (EU Structural and Development Funds Languedoc Roussillon and Region PACA; POLLAR: EIT Health; Twinning: EIP on AHA; Twinning DHE: H2020; Catalyse: Horizon Europe) and educational grants from MylanâViatris, ALK, GSK, Novartis, StallergĂšnesâGreer and Uriach. None for the study. Âź Publisher Copyright: © 2023 The Authors. Clinical and Translational Allergy published by John Wiley & Sons Ltd on behalf of European Academy of Allergy and Clinical Immunology.MASK-airÂź, a validated mHealth app (Medical Device regulation Class IIa) has enabled large observational implementation studies in over 58,000 people with allergic rhinitis and/or asthma. It can help to address unmet patient needs in rhinitis and asthma care. MASK-airÂź is a Good Practice of DG SantĂ© on digitally-enabled, patient-centred care. It is also a candidate Good Practice of OECD (Organisation for Economic Co-operation and Development). MASK-airÂź data has enabled novel phenotype discovery and characterisation, as well as novel insights into the management of allergic rhinitis. MASK-airÂź data show that most rhinitis patients (i) are not adherent and do not follow guidelines, (ii) use as-needed treatment, (iii) do not take medication when they are well, (iv) increase their treatment based on symptoms and (v) do not use the recommended treatment. The data also show that control (symptoms, work productivity, educational performance) is not always improved by medications. A combined symptom-medication score (ARIA-EAACI-CSMS) has been validated for clinical practice and trials. The implications of the novel MASK-airÂź results should lead to change management in rhinitis and asthma.publishersversionpublishe
Un appel aux recommandations pour lâenseignement de lâETP en formation initiale des professionnels de santĂ©â: regards croisĂ©s entre exploration de la littĂ©rature et avis des acteurs europĂ©ens de lâETP
Introduction: Teaching of therapeutic patient education (TPE) in initial training (IT) is developing without any guidelines defining good practices. The starting point of such a work of recommendations is the study of the recent situation. This study describes FI training practices. Method: A scoping review was conducted from January to May 2019 on 4 databases (Pubmed, ERIC, Cinahl and Psycinfo). Results were categorized and supplemented with the viewpoints of TPE actors solicited during the 7th Congress of the European Therapeutic Education Society (SETE) in May 2019. Results: Twenty-four articles were selected and 40 TPE actors were questioned. Results show an important heterogeneity of learning objectives and contents, often reduced to a few contributory elements of an educational approach. Active learning methods are most often mobilized, particularly role-playing. Some training courses supplement teaching with internship. Evaluation focuses mainly on satisfaction and skills acquired by the students but does not explore the transfer capacities of the students. Discussion: Results indicate the need to define learning trajectories in the field of IT TPE. Recommendations are needed to stabilize the core foundations of this curriculum. This work should be based on broad consultation with experts in TPE and its teaching. In view of the lack of evidence, a consensus research method is to be preferred.Introductionâ: Lâenseignement de lâĂ©ducation thĂ©rapeutique du patient (ETP) en formation initiale (FI) se dĂ©veloppe sans que des recommandations claires aient Ă©tĂ© dĂ©finies. Le point de dĂ©part dâun travail de recommandations consiste en lâĂ©tude de lâexistant. Cette Ă©tude dĂ©crit les pratiques de formation en FI. MĂ©thodeâ: Une revue de portĂ©e a Ă©tĂ© menĂ©e de janvier Ă mai 2019 sur 4 bases de donnĂ©es (Pubmed, ERIC, Cinahl et Psycinfo). Les rĂ©sultats ont Ă©tĂ© catĂ©gorisĂ©s et complĂ©tĂ©s par le point de vue dâacteurs de lâETP sollicitĂ©s lors du 7 e congrĂšs de la SociĂ©tĂ© dâEducation ThĂ©rapeutique EuropĂ©enne (SETE) en mai 2019. RĂ©sultatsâ: Vingt-quatre articles ont Ă©tĂ© retenus et 40 acteurs de lâETP ont Ă©tĂ© questionnĂ©s. Les rĂ©sultats montrent une grande hĂ©tĂ©rogĂ©nĂ©itĂ© des objectifs et contenus dâapprentissage, souvent rĂ©duits Ă quelques Ă©lĂ©ments contributifs dâune approche Ă©ducative. Les mĂ©thodes actives dâapprentissage sont le plus souvent mobilisĂ©es, notamment les jeux de rĂŽle. Certaines formations complĂštent lâenseignement par un stage. LâĂ©valuation porte principalement sur la satisfaction et compĂ©tences acquises par les Ă©tudiants mais explore peu les capacitĂ©s de transfert des Ă©tudiants. Discussionâ: Les rĂ©sultats indiquent la nĂ©cessitĂ© de dĂ©finir de vĂ©ritables parcours dâapprentissage en matiĂšre de FI ETP. Des recommandations sont nĂ©cessaires pour stabiliser les bases universelles de ce curriculum. Ce travail devrait sâappuyer sur une large consultation des experts de lâETP et de son enseignement. Au vu de lâinsuffisance de preuves, une mĂ©thode de recherche par consensus est Ă privilĂ©gier
Un appel aux recommandations pour lâenseignement de lâETP en formation initiale des professionnels de santĂ©â: regards croisĂ©s entre exploration de la littĂ©rature et avis des acteurs europĂ©ens de lâETP
Introduction: Teaching of therapeutic patient education (TPE) in initial training (IT) is developing without any guidelines defining good practices. The starting point of such a work of recommendations is the study of the recent situation. This study describes FI training practices. Method: A scoping review was conducted from January to May 2019 on 4 databases (Pubmed, ERIC, Cinahl and Psycinfo). Results were categorized and supplemented with the viewpoints of TPE actors solicited during the 7th Congress of the European Therapeutic Education Society (SETE) in May 2019. Results: Twenty-four articles were selected and 40 TPE actors were questioned. Results show an important heterogeneity of learning objectives and contents, often reduced to a few contributory elements of an educational approach. Active learning methods are most often mobilized, particularly role-playing. Some training courses supplement teaching with internship. Evaluation focuses mainly on satisfaction and skills acquired by the students but does not explore the transfer capacities of the students. Discussion: Results indicate the need to define learning trajectories in the field of IT TPE. Recommendations are needed to stabilize the core foundations of this curriculum. This work should be based on broad consultation with experts in TPE and its teaching. In view of the lack of evidence, a consensus research method is to be preferred.Introductionâ: Lâenseignement de lâĂ©ducation thĂ©rapeutique du patient (ETP) en formation initiale (FI) se dĂ©veloppe sans que des recommandations claires aient Ă©tĂ© dĂ©finies. Le point de dĂ©part dâun travail de recommandations consiste en lâĂ©tude de lâexistant. Cette Ă©tude dĂ©crit les pratiques de formation en FI. MĂ©thodeâ: Une revue de portĂ©e a Ă©tĂ© menĂ©e de janvier Ă mai 2019 sur 4 bases de donnĂ©es (Pubmed, ERIC, Cinahl et Psycinfo). Les rĂ©sultats ont Ă©tĂ© catĂ©gorisĂ©s et complĂ©tĂ©s par le point de vue dâacteurs de lâETP sollicitĂ©s lors du 7 e congrĂšs de la SociĂ©tĂ© dâEducation ThĂ©rapeutique EuropĂ©enne (SETE) en mai 2019. RĂ©sultatsâ: Vingt-quatre articles ont Ă©tĂ© retenus et 40 acteurs de lâETP ont Ă©tĂ© questionnĂ©s. Les rĂ©sultats montrent une grande hĂ©tĂ©rogĂ©nĂ©itĂ© des objectifs et contenus dâapprentissage, souvent rĂ©duits Ă quelques Ă©lĂ©ments contributifs dâune approche Ă©ducative. Les mĂ©thodes actives dâapprentissage sont le plus souvent mobilisĂ©es, notamment les jeux de rĂŽle. Certaines formations complĂštent lâenseignement par un stage. LâĂ©valuation porte principalement sur la satisfaction et compĂ©tences acquises par les Ă©tudiants mais explore peu les capacitĂ©s de transfert des Ă©tudiants. Discussionâ: Les rĂ©sultats indiquent la nĂ©cessitĂ© de dĂ©finir de vĂ©ritables parcours dâapprentissage en matiĂšre de FI ETP. Des recommandations sont nĂ©cessaires pour stabiliser les bases universelles de ce curriculum. Ce travail devrait sâappuyer sur une large consultation des experts de lâETP et de son enseignement. Au vu de lâinsuffisance de preuves, une mĂ©thode de recherche par consensus est Ă privilĂ©gier
Un appel aux recommandations pour lâenseignement de lâETP en formation initiale des professionnels de santĂ©â: regards croisĂ©s entre exploration de la littĂ©rature et avis des acteurs europĂ©ens de lâETP
Introductionâ: Lâenseignement de lâĂ©ducation thĂ©rapeutique du patient (ETP) en formation initiale (FI) se dĂ©veloppe sans que des recommandations claires aient Ă©tĂ© dĂ©finies. Le point de dĂ©part dâun travail de recommandations consiste en lâĂ©tude de lâexistant. Cette Ă©tude dĂ©crit les pratiques de formation en FI. MĂ©thodeâ: Une revue de portĂ©e a Ă©tĂ© menĂ©e de janvier Ă mai 2019 sur 4 bases de donnĂ©es (Pubmed, ERIC, Cinahl et Psycinfo). Les rĂ©sultats ont Ă©tĂ© catĂ©gorisĂ©s et complĂ©tĂ©s par le point de vue dâacteurs de lâETP sollicitĂ©s lors du 7e congrĂšs de la SociĂ©tĂ© dâEducation ThĂ©rapeutique EuropĂ©enne (SETE) en mai 2019. RĂ©sultatsâ: Vingt-quatre articles ont Ă©tĂ© retenus et 40 acteurs de lâETP ont Ă©tĂ© questionnĂ©s. Les rĂ©sultats montrent une grande hĂ©tĂ©rogĂ©nĂ©itĂ© des objectifs et contenus dâapprentissage, souvent rĂ©duits Ă quelques Ă©lĂ©ments contributifs dâune approche Ă©ducative. Les mĂ©thodes actives dâapprentissage sont le plus souvent mobilisĂ©es, notamment les jeux de rĂŽle. Certaines formations complĂštent lâenseignement par un stage. LâĂ©valuation porte principalement sur la satisfaction et compĂ©tences acquises par les Ă©tudiants mais explore peu les capacitĂ©s de transfert des Ă©tudiants. Discussionâ: Les rĂ©sultats indiquent la nĂ©cessitĂ© de dĂ©finir de vĂ©ritables parcours dâapprentissage en matiĂšre de FI ETP. Des recommandations sont nĂ©cessaires pour stabiliser les bases universelles de ce curriculum. Ce travail devrait sâappuyer sur une large consultation des experts de lâETP et de son enseignement. Au vu de lâinsuffisance de preuves, une mĂ©thode de recherche par consensus est Ă privilĂ©gier
The use of patientâreported outcome measures by healthcare professionals in specialized asthma management centers in Frenchâspeaking Belgium: A mixedâmethods study
Abstract Introduction Recently, the literature has promoted the use of patientâreported outcome measures (PROMs) in clinical practice as a means to foster patient engagement. However, conditions necessary to support the use of PROMs to encourage asthma patient engagement are not clearly defined. Therefore, we sought (1) to explore the current and ideal use of PROMs by healthcare professionals (HP) in specialized asthma management centers in Frenchâspeaking Belgium and (2) to understand under which conditions the use of PROMs contributes to patient engagement. Methods We undertook a mixedâmethods study with both anonymous online survey and inâperson qualitative semiâstructured interviews conducted with HPs to understand their perspectives on the routine use of PROMs. HPs were recruited from 16 asthma centers (Frenchâspeaking Belgium) identified via the Belgian Respiratory Society. Results Of the 170 HPs identified from the 16 participating centers, 51 (30%) responded to the survey (n = 51) and 11 completed semiâstructured interviews. 53% (27/51) of the surveyed HPs reported using PROMs primarily for asthma monitoring and clinical research while all reported that PROMs should primarily be used in practice to facilitate communication with the patient and to address neglected aspects of the care relationship such as the psychosocial aspects of the disease. The qualitative interviews revealed avenues for moving from a medicalâcentered and utilitarian use of PROMs to a use serving patient engagement. This would require HPs to go beyond their current representation of PROMs, to use instruments offering a more holistic image of the patient, to incorporate PROMs into a digital tool and to integrate PROMs in a patient education process. Conclusion The main findings of this study suggest relevant avenues for using PROMs in ways that support patient engagement
Un environnement capacitant: une nécessité pour pérenniser des dispositifs pédagogiques innovants. Recherche qualitative descriptive dans l'enseignement supérieur en Belgique
editorial reviewed4. Quality educatio