Fake news ed educazione per una cittadinanza illuminata

The Fake News’ topic is interesting because it is new and it is old at the same time. If we want to define “fake news” we cannot give it a unique meaning. Someone frames fake news only in the social media area, some others extend the meaning to newspapers, someone else to any kind of mass media (TV, Books, Radio, etc.). But it is sure that our students don’t know how to detect them and how to fight them. The extent of perceived realism of fake news depends also on the extent of hard-news exposure, with the result that individuals exposed to both hard and fake news find fake-news messages less realistic. So we also need to teach our students how become hard-news reader in order to know and detect fake news. In this article we see the “status” of the Fake News problem, how some national and international laws are going on, and some exercises that we can do with our students in order to be “more democratic”.L’argomento Fake News è interessante perché è nuovo e vecchio allo stesso tempo. Potremmo tentare di definire il termine “Fake News” senza però dargli un significato unico. Qualcuno infatti incornicia le Fake News solo nel settore dei social media, altri estendono il significato anche ai giornali, qualcun altro a qualsiasi tipo di mass media (TV, libri, radio, ecc.). È sicuro però che i nostri studenti non sanno né come rilevarle né come combatterle. L’entità del realismo percepito delle Fake News dipende anche dal grado di esposizione dei fruitori alle hard-news, infatti gli individui esposti sia alle Hard che alle Soft news trovano i messaggi delle Fake News meno realistiche. Perciò abbiamo anche bisogno di insegnare ai nostri studenti come diventare lettori critici delle news in generale, al fine di conoscere e rilevare le notizie false. In questo articolo presentiamo lo “status” del problema delle Fake News, come alcune leggi nazionali e internazionali siano in corso, e alcuni esercizi che possiamo fare con i nostri studenti al fine di diventare “più democratici”

Virtual worlds and virtual reality. An analysis in the healthcare education

In the last six years Virtual Reality (VR) and Virtual Environment (VE) became more technologically advanced and accessible being cheaper. In Healthcare, VR is mainly used for students training, professionals training (simulators); rehabilitation/therapy; treatment/diagnosis and pain management. In this review we analyzed 2,252 articles published between 2012 and 2019 on PubMed and we organized them in sections: simulation for students; simulation for residents/novice; advanced simulation for professionals; application in the medical/dental/nursing field (soft skills); review and meta-analysis on simulations or VR and planning of presurgical/surgical or diagnostic cases. We have found that the greater use of VR is about: students/residents training and professionals skills improvement. A small part of VR is used to teach soft skills. This analysis demonstrates the versatility of these instruments. Mondi virtuali e realtà virtuale. Un’analisi del fenomeno nella formazione sanitariaNegli ultimi sei anni la realtà virtuale (VR) e i mondi virtuali (VE) sono diventati sempre più tecnologicamente avanzati e molto più accessibili per quel che riguarda l’accesso economico. In sanità essi vengono utilizzati principalmente per cinque scopi: formazione degli studenti; formazione dei professionisti (simulatori); riabilitazione/terapia; cura/diagnosi e gestione del dolore. In questa review abbiamo analizzato 2.252 articoli pubblicati tra il 2012 e il 2019 su PubMed ed abbiamo organizzato gli articoli nelle aree simulazione per studenti; simulazione per specializzandi; simulazione avanzata per professionisti; applicazioni nei campi medico/dentale/infermieristico (soft skills); review e meta-analisi sulle simulazioni o VR e la pianificazione di casi pre-chirurgici/chirurgici o diagnostici. L’utilizzo maggiore riguarda la formazione degli studenti/specializzandi ed il miglioramento delle abilità dei professionisti. Una piccola parte della VR si sta dedicando anche all’insegnamento delle soft skills. Questa analisi dimostra la versatilità di tali strumenti che potrebbero ben essere utilizzati in altre discipline universitarie

Educazione e simulazione nelle Facoltà universitarie. Una review

La pedagogia medica è stata oggetto di studio sempre più crescente soprattutto dagli anni ’90. Il numero di pubblicazioni è passato da una media di 255 annue (tra il 1943-1962) ad una media di più di 6.110 pubblicazioni (2010-2017). Abbiamo focalizzato l’attenzione sul tema della formazione tramite la simulazione, abbiamo svolto un breve excursus storico e abbiamo condotto una ricerca sul tasso di sviluppo della pedagogia medica tramite l’analisi delle pubblicazioni censite dal sito più importante al mondo per i medici e i docenti universitari sanitari (PubMed). Dalla ricerca sulle 6 parole chiave individuate (Medical education; Patient simulation; Standardized patient; Medical simulation; Virtual reality simulation; Healthcare simulation) è emerso che la letteratura dedicata alla pedagogia medica (in particolare la simulazione) negli ultimi 27 anni, 1990-2017, è aumentata del 193% per gli articoli relativi alle Medical Education e di più del 1.146% per quel che riguarda il “Patient simulation”. Un grande incremento di pubblicazioni su riviste con Impact Factor che ci dimostra quanto la medicina stia puntando intensamente all’innovazione anche nel campo della didattica.Medical education has been the subject of increasingly growing study especially since the 90s. The number of scientific publications related to Medical Education has increased from an average of 255 publications per year (1943-1962) to an average of more than 6,110 publications (2010-2017). In this contribution we focused on medical and health professions education through simulation. We made a brief historical overview on the simulation and we did a research on the rate of development of medical pedagogy through the analysis of the publications recorded by the world’s most important website for physicians and Faculty teachers (PubMed). The data obtained from our research on the 6 key words we have identified (Medical education; Patient simulation; Standardized patient; Medical simulation; Virtual reality simulation; Healthcare simulation) showed us that the literature dedicated to Medical education, in the last 27 years, 1990-2017, it is increased by 193% for the articles related to Medical Education and by more than 1,146% for the “Patient simulation”. A great publications increase in scientific journal with Impact Factor that show us how much medicine is focusing intensely on innovation in the field of teaching

Formazione interprofessionale e Medical Humanities: un confronto di idee ed esperienze

During the conference “Metodologie didattiche a confronto nella formazione dei professionisti della salute: l’utilizzo degli audio-visivi” (“Teaching methodologies compared in the training of health professionals: the use of audio-visual”) professionals from different angles and experiences met to discuss and developed a debate full of solicitations. The lack of synergy between science education and liberal arts education does not allow a harmonious growth of health professionals. The objectives pursued by the educators using Medical Humanities are aimed at the formation of attitudes and behaviors appropriate to carry out the so-called “humanistic medicine”. Only a greater interdisciplinarity and a more intense study of the humanities can help overcome those barriers to seize the man as a whole. Among the different art forms, the filmic instrument has an extraordinary evocative power: the extensive archive of clinical cases and human situations, stories, behavior that it offers, make the cinema a precious training tool in health care both from the point of view of clinical care and ethical. The use of film in the training of health care professionals has been shown to have a solid theoretical basis and allows to develop a series of meta-cognitive functions, among which are the activities providing insight into one’s own and others’ mental states. The new modes of visual expression, self-production of films and the online dissemination of video material are a new frontier yet to be explored by educators

Continuing Education through the Campus Game: A Sustainable Gamification Project to Improve Doctors’ and Nurses’ Knowledge of Quality and Clinical Risk Management

The COVID-19 disease has dramatically changed lives worldwide, including education. This is a challenge for traditional learning. In fact, the European Higher Education Area poses the challenge of boosting the quality of teaching through active methodologies supported by digital pedagogy. Gamification is one of these tools and it has considerable attention in the healthcare literature. We aimed to create a game in the Campus Bio-Medico University Hospital Foundation in order to offer continuing education on Quality and Clinical Risk procedures to our staff. The 2021 “Campus Game” (178 players) introduced the “Badge Challenge” (Team Building, Procedures, and Security) and 73 questions. The leaderboard of every single match was posted in some of the hospital’s strategic areas and also published online on the company intranet to ensure engagement and competitiveness. Gamification has spontaneously promoted teamworking and a virtuous process of multiprofessional education. We found that, during the Campus Game, there was a 4.9% increase in access to the intranet page containing information on Quality and Patient Safety and an 8% increase in access to the Hospital Policies and Procedures. In the near future, we wish to expand this game, involving hospitals with similar types of activity and levels of attention to quality and safety issues, and also to enhance the network of partners and the principles of Q&S management itself

Primary versus secondary antiemetic prophylaxis with NK1 receptor antagonists in patients affected by gastrointestinal malignancies and treated with a doublet or triplet combination regimen including oxaliplatin and/or irinotecan plus fluoropyrimidines: A propensity score matched analysis

AimThe aim of the current study is to investigate the impact of primary compared to secondary chemotherapy-induced nausea and vomiting (CINV) prophylaxis with NK1 receptor antagonists (NK1-RA) in patients affected by gastrointestinal malignancies and treated with oxaliplatin- and/or irinotecan-based doublet or triplet regimens. Study design and methodsClinical data of patients affected by gastrointestinal malignancies, treated with an oxaliplatin and/or irinotecan-based doublet or triplet regimen as neo/adjuvant or advanced-line treatment, and who received NK1-RA as primary (from the first cycle of treatment) or secondary (after the onset of CINV with a previous regimen with 5HT3-RA and dexamethasone) prophylaxis for CINV, were retrospectively collected in an observational study involving 16 Italian centers. A propensity score matching was performed by taking into account the following stratification factors: sex (male vs. female), age (= 70 years old), overweight (body mass index, BMI = 25), underweight (BMI = 19), disease spread (early vs. advanced/metastatic), tumor type (esophagogastric cancer vs. the rest, hepatobiliary tumor vs. the rest, colorectal cancer vs. the rest), type of NK1-RA used as primary/secondary prophylaxis (netupitant-palonosetron vs. fosaprepitant/aprepitant), concomitant use of opioids (yes vs. no), concomitant use of antidepressant/antipsychotic drugs (yes vs. no), Eastern Cooperative Oncology Group (ECOG) performance status at the start of NK1-RA treatment (0 vs. 1-2), and intensity of chemotherapy regimen (doublet vs. triplet). ResultsAmong 409 patients included from January 2015 to January 2022 and eligible for analysis, 284 (69%) and 125 (31%) were treated with NK1-RA as primary and secondary antiemetic prophylaxis, respectively. After matching, primary NK1-RA use was not associated with higher rates of protection from emesis regardless the emesis phase (acute phase, p = 0.34; delayed phase, p = 0.14; overall phase, p = 0.80). On the other hand, a lower rate of relevant nausea (p = 0.02) and need for rescue antiemetic therapy (p = 0.000007) in the overall phase was found in primary NK1-RA users. Furthermore, a higher rate of both complete antiemetic response (p = 0.00001) and complete antiemetic protection (p = 0.00007) in the overall phase was more frequently observed in primary NK1-RA users. Finally, chemotherapy delays (p = 0.000009) and chemotherapy dose reductions (p = 0.0000006) were less frequently observed in primary NK1-RA users. ConclusionIn patients affected by gastrointestinal malignancies, a primary CINV prophylaxis with NK1-RA, 5HT3-RA, and dexamethasone might be appropriate, particularly in those situations at higher risk of emesis and in which it is important to avoid dose delays and/or dose reductions, keeping a proper dose intensity of chemotherapy drugs