When Collecting Patient Data Gets Electronic: The Upsurge of Ehealth and The Importance of Big Data to Shape Modern Health Care

peer reviewe

Co-creation of patient engagement quality guidance for medicines development: an international multistakeholder initiative

Introduction: Meaningful patient engagement (PE) can enhance medicines’ development. However, the current PE landscape is fragmentary and lacking comprehensive guidance. Methods: We systematically searched for PE initiatives (SYNaPsE database/publications). Multistakeholder groups integrated these with their own PE expertise to co-create draft PE Quality Guidance which was evaluated by public consultation. Projects: exemplifying good PE practice were identified and assessed against PE Quality Criteria to create a Book of Good Practices (BOGP). Results: Seventy-six participants from 51 organisations participated in nine multistakeholder meetings (2016–2018). A shortlist of 20relevant PE initiatives (from 170 screened) were identified. The co-created INVOLVE guidelines provided the main framework for PE Quality Guidance and was enriched with the analysis of the PE initiatives and the PE expertise of stakeholders. Seven key PE Quality Criteria were identified. Public consultation yielded 67 responses from diverse backgrounds. The PE Quality Guidance was agreed to be useful for achieving quality PE in practice, understandable, easy to use, and comprehensive. Overall, eight initiatives from the shortlist and from meeting participants were selected for inclusion in the BOGP based on demonstration of PE Quality Criteria and willingness of initiative owners to collaborate. Discussion: The PE Quality Guidance and BOGP are practical resources which will be continually updated in response to user feedback. They are not prescriptive, but rather based on core principles, which can be applied according to the unique needs of each interaction and initiative. Implementation of the guidance will facilitate improved and systematic PE across the medicines’ development lifecycle

Impact of motor imagery on motor learning

The topic of this work is motor imagery. Through 7 different studies, the process and proprieties of motor imagery and its impact on motor learning were assessed. It was found that this cognitive activity is closely linked to the motor system. This characteristic underlies the positive effects of motor imagery on motor learning. This can have many practical applications in the domain of sport and motor rehabilitation.Doctorat en Sciences Psychologiques et de l'éducationinfo:eu-repo/semantics/nonPublishe

Patient participation and the use of ehealth tools for pharmacoviligance

In recent years, pharmacovigilance has undergone some major changes. First, the patient’s active role in identifying and describing adverse drug reactions (ADRs) has gained recognition. Second, pharmacovigilance has increasingly incorporated information and communications technology (ICT). Patients can now upload their own reports of ADRs online. Data on intensive medication monitoring are now collected via the Internet and smartphones. Worldwide collection of AEs using smart phones might become the leading technique in Low and Middle Income Countries where broad mobile phone service can be managed cheaper than Internet communication. At the same time, researchers are exploring the potential for data sharing via online forums and Internet search engines. In particular we synthetize the Pros and cons of the various methods for gathering pharmacovigilance data (i.e. Web-based spontaneous reporting of adverse drug reactions; Intensive drug monitoring studies; Analysis of online forum postings; Use of mobile phone systems to monitor drug effects). This article describes these advances and highlights their respective contributions

Action, observation and mental imagery: Can one implicitly learn in all cases?

info:eu-repo/semantics/publishe

Action, observation et imagerie mentale : apports de l'apprentissage implicite au domaine moteur

International audienc

Implicit motor learning in discrete and continuous tasks: Toward a possible explanation of discrepant results

Abstrac

Implicit motor learning in discrete and continuous tasks: Toward a possible account of discrepant results

Can one learn implicitly, that is, without conscious awareness of what it is that one learns? Daily life is replete with situations where our behavior is seemingly influenced by knowledge to which we have little access. Riding a bicycle, playing tennis or driving a car, all involve mastering complex sets of motor skills, yet we are at a loss when it comes to explaining exactly how we perform such physical feats. Thus, while it is commonly accepted and hence unsurprising that we have little access to the cognitive processes involved in mental operations, it also appears that knowledge itself can remain inaccessible to report yet influence behavior. Reber, who coined the expression “implicit learning” in 1967, defined it as “the process whereby people learn without intent and without being able to clearly articulate what they learn” (Cleeremans, Destrebecqz, & Boyer, 1998). The research described in this chapter is positioned at the confluence of two different domains: Implicit Learning on the one hand, and Skill Acquisition on the other. The two domains have remained largely independent from each other, but their intersection nevertheless constitutes a field of primary import: the implicit motor learning field. The hallmark of implicit motor learning is the capacity to acquire skill through physical practice without conscious recollection of what elements of performance have improved. Unfortunately, studies dealing with implicit motor learning are not very abundant (Pew, 1974; Magill & Hall, 1989; Wulf & Schmidt, 1997; Shea, Wulf, Whitacre, & Park, 2001). These studies provide an apparently straightforward demonstration of the possibility of unconsciously learning the structure of a complex continuous task in a more efficient way than explicit learning allows. Nevertheless, other evidence seems to challenge this view. Indeed, recent studies (Chambaron, Ginhac, Ferrel-Chapus & Perruchet, 2006; Ooteghem, Allard, Buchanan, Oates & Horak, 2008) suggest that taking advantage from the repetition of continuous events may not be as easy as previous research leads us to believe. Indeed, these studies have suggested that sequence learning in continuous tracking tasks might be artefatctually driven by peculiarities of the experimental material rather than by implicit sequence learning per se. Consequently, a central goal of this chapter will be to reconcile these discrepant results so as to better characterize the conditions in which implicit motor learning occurs. Moreover, understanding what facilitates or prevents learning of regularities in motor tasks will be useful both in sport and in motor rehabilitation fields.SCOPUS: ch.binfo:eu-repo/semantics/publishe