Developing medical device technologies from users' perspectives: A theoretical framework for involving users in the development process

Objectives: The aim of this study was to suggest an acceptable and generic theoretical framework for involving various types of users in the medical device technology (MDT) development process (MDTDP).Methods: The authors propose a theoretical framework suggesting different routes, methods and stages through which various types of medical device users can be involved in the MDTDP.Results: The suggested framework comprises two streams of users' involvement in MDT development, that is, what might be called the end users' stream and the professional users' stream for involving these two groups respectively in the process of developing both simple and more complex and innovative medical devices from conceptualization through to the market deployment. This framework suggests various methods that can be used for users' involvement at different stages of the MDT lifecycle. To illustrate the application of the framework, several MDT development scenarios and device exemplars are presented.Conclusions: Development of medical devices from users' perspectives requires not only the involvement of healthcare professionals but also that of the ultimate end users, that is, patients, people with disabilities and/or special needs, and their caregivers. The evidence shows that such end users quickly discard devices that do not fulfill their personal expectations, even though both manufacturers and healthcare professionals may consider those end users' requirements met. Developers and manufacturers need to recognize this potent potential discrepancy between the parties involved, and involve end users and professional healthcare staff directly in the MDTDP. The framework, the authors contend, is a step forward in helping medical device manufacturers plan and make decisions about users' involvement at different stages of the MDTDP

Analytic Calculation of Noise Power Robbing, NPR, and Polarization Isolation Degradation

Three Geostationary Operational Environmental Satellite (GOES) R transponders (services) required analysis and measurements to develop an accurate link budget. These are a) Search and Rescue transponder which suffers from power robbing due to thermal uplink noise, b) the Data Collection Platform Report which suffers from degradation due to NPR (Noise Power Ratio), and c) GOES Rebroadcast transponder which uses a dual circular downlink L band for which there was no depolarization data. The first two services required development of extended link budget to analytically calculate the impact of these degradations which are shown to have a significant impact on the link budget. The third service required measurements of atmospheric L band CP depolarization as there were no known previous measurements and results are reported he

Experimental Observation of Total-Internal-Reflection Rainbows

A new class of rainbows is created when a droplet is illuminated from the inside by a point light source. The position of the rainbow depends on both the index of refraction of the droplet and the position of the light source, and the rainbow vanishes when the point source is too close to the center of the droplet. Here we experimentally measure the position of the transmission and one-internal-reflection total-internal-reflection rainbows, and the standard (primary) rainbow, as a function of light-source position. (C) 2003 Optical Society of America

Analysis of the Shadow-Sausage Effect Caustic

We analyze the optical caustic produced by light refracted at the curved meniscus surrounding a cylindrical rod standing partially out of a liquid-filled container. When the rod is tilted from the vertical or when light is diagonally incident, the caustic is a four-cusped astroid with two of its cusps obscured by the rod\u27s shadow. If a portion of the flat end of the rod is raised above the water level, the caustic evolves into a pattern of five interlocking cusps. The five cusps result from symmetry breaking of a three-cusped surface perturbation caustic. (C) 2003 Optical Society of America

Toward Optimizing Global Learning Opportunities for US Physical Therapy Students: A Description of Current Practices and Initial Recommendations

Purpose. To examine and describe the structure, curricular objectives, and outcome measurement practices of faculty developing and providing international opportunities in physical therapy education programs and to provide guidance and initial recommendations for faculty. Background. Physical therapy educational programs are adding international opportunities as a way to address the increasingly global nature of the profession. Guidelines to enhance practice, optimize the experience, and provide structure for managing risk are warranted. Methods. A researcher-developed survey was distributed to 216 physical therapy education programs and professional listservs. Respondents from 56 programs (26%) returned the survey. Data were analyzed descriptively. Results. Most respondents cited global understanding as critical to the physical therapy profession, and the reason for involving students in global learning opportunities. Knowledge of the host site, sustainability, and potential strength of partnership were cited as the most important factors when choosing an international community partner. Risk management efforts included supplemental insurance, availability of emergency contact information, safe transportation and housing plans, and plans for adverse occurrences. Conclusion. This study supplements previous literature in designing international student experiences. Activities addressing clear purposes and expected outcomes for all participants, including the community partner, and the university-community partnership before, during, and after the experience are essential

2016 update of the EULAR recommendations for the management of early arthritis

Objectives: Since the 2007 recommendations for the management of early arthritis have been presented, considerable research has been published in the field of early arthritis, mandating an update of the 2007 EULAR recommendations for management of early arthritis. Methods: In accordance with the 2014 EULAR Standardised Operating Procedures, the expert committee pursued an approach that was based on evidence in the literature and on expert opinion. The committee involved 20 rheumatologists, 2 patients and 1 health professional representing 12 European countries. The group defined the focus of the expert committee and target population, formulated a definition of “management” and selected the research questions. A systematic literature research (SLR) was performed by 2 fellows with the help of a skilled librarian. A set of draft recommendations was proposed on the basis of the research questions and the results of the SLR. For each recommendation the categories of evidence were identified, the strength of recommendations was derived and the level of agreement was determined through a voting process. Results: The updated recommendations comprise 3 overarching principles and 12 recommendations for managing early arthritis. The selected statements involve the recognition of arthritis, referral, diagnosis, prognostication, treatment (information, education, pharmacological and non-pharmacological interventions), monitoring and strategy. Eighteen items were identified as relevant for future research. Conclusion: These recommendations provide rheumatologists, general practitioners, health professionals, patients and other stakeholders with an updated EULAR consensus on the entire management of early arthritis

Driving

https://nsuworks.nova.edu/hpd_ot_faculty_books/1030/thumbnail.jp

The experiences and meaning of participating in the co-occupation of peer mentoring

Statement of Purpose: Few studies explore the meaning of mentoring as a co-occupation and none explore the meaning of participating in the co-occupation of peer mentoring. The purpose of this study was to explore the meaning of participating in the co-occupation of peer mentoring from the perspectives of both the mentors and mentees and how these experiences influenced occupational identity development. Methods: A phenomenological design was employed (Patton, 2002). Occupational therapy student mentors and at risk undergraduate college mentees participating in a peer mentoring program were recruited. Peer mentors acted as coaches by directing students to university resources, exploring and attending student activities with their mentees, meeting every other week one-on-one to help problem solve and provide guidance. Participants also attended four group sessions designed by the mentors to promote team building, a sense of belonging, and group participation in student activities. For those who volunteered to participate in the study, informed consent was obtained and pseudonyms assigned to protect their identities. Researchers conducted a focus group with 9 mentors and individual interviews with 5 mentees three months after the program concluded. Two researchers analyzed the data by gaining a sense of the whole, identifying meaning units, transformation of expressions with an emphasis on the the phenomenon being studied, synthesis of meaning units into statements of structure of the experience, and a final synthesis to capture the essence of the experience (Patton). Investigators met to discuss findings and come to consensus about the themes. Trustworthiness was established via triangulation using multiple investigators, saturation, member checks, and a peer debriefing. Findings: Mentoring is a co-occupation that was meaningful to both mentors and mentees. Mentees established a valuable relationship with their mentor and viewed mentors as a support system, role model, and guide to academic resources and social opportunities. Mentors also valued the relationship and viewed the experience as a way to learn how to provide client centered care and to gain independence, leadership skills, and self confidence. Implications to occupational science: This study adds to the literature on the meaning of co-occupation (Pierce, 2009). It also describes the process of selfing and developing a sense of selfhood (Christiansen, 1999) among occupational therapy students as they engaged in the occupation of peer mentoring. The findings add to the literature on the process of occupational identity development (Christiansen; Kielhofner, 2002; Laliberte Rudman & Dennhardt, 2008). Key Words: Co-occupation, occupational identity, mentoring Questions: 1) What is the value of peer mentoring as a co-occupation? 2) How can experiences be designed to best help occupational therapy students develop their occupational identities? 3) What are the challenges of offering a peer mentoring program