Empathy levels among Canadian paramedic students: a cross sectional survey.

Empathy is an important factor in communication between healthcare provider and patient. Previous studies have shown that empathy can improve patient care. Empathy improves patient satisfaction and buffers healthcare provider burnout.https://first.fanshawec.ca/cri_ridposters/1005/thumbnail.jp

Empathy levels among Canadian paramedic students

This study aimed to determine the empathy levels displayed by Canadian paramedic students towards patients with various medical conditions

Exploring empathy levels among canadian paramedic students

Introduction: Empathy is an important factor in communication between healthcare provider and patient. Previous studies have shown that empathy benefits patient care in multiple ways. Empathy allows a space of decreased vulnerability as a result, builds trust in healthcare relationships, fosters open communication that leads to improved patient care, improves patient satisfaction and buffers healthcare provider burnout. This study aimed to determine the empathy levels demonstrated by paramedic students to patients with various medical conditions, and to compare these findings to previous studies. Methods: This study employed a cross sectional design of a convenience sample of first and second year paramedic students in a community college program in Ontario, Canada. The Medical Condition Regard Scale( MCRS) was used to measure empathy levels in these students across five medical conditions: physical disability, intellectual disability, suicide attempt, mental health emergency, and substance abuse. Results: A total of 43 students participated in the study; 27 males and 15 females (1 unknown). Males demonstrated a mean empathy score of 232.44 while females demonstrated a mean of 266.4. Across the five medical conditions, substance abuse had the lowest mean empathy score (42.88), followed by mental health emergency (49.58), suicide attempt (49.47), intellectual disability (50.42) and physical disability (53.0). Conclusion: Results from this study suggest that paramedic students demonstrated the lowest levels of empathy towards patients suffering from substance abuse issues, and the highest levels of empathy towards patients with a physical disability. Male paramedic students are less empathetic than their female peers, and second year paramedic students are less empathetic than their first year counterparts. These results provide an insight into paramedic students attitudes in Canada, and provide a foundation for further studies

Treatment of adults with attention-deficit/hyperactivity disorder

This review focuses on the treatment of attention deficit hyperactivity disorder (ADHD) in adults. It briefly addresses prevalence, diagnostic and differential diagnostic issues specific to adults. Stimulant medication, non-stimulant medication, and psychosocial treatments are thoroughly reviewed. For each class of medication possible mechanism of action, efficacy and side effects are summarized. Special attention is given to the pharmacological treatment for patients with adult ADHD and various comorbidities. In summary, stimulant medications are most effective and combined medication and psychosocial treatment is the most beneficial treatment option for most adult patients with ADHD

Assessing wellbeing at school entry using the strengths and difficulties questionnaire: professional perspectives

<p>Background: Emotional and behavioural disorders in early childhood are related to poorer academic attainment and school engagement, and difficulties already evident at the point of starting school can affect a child’s later social and academic development. Successful transfer from pre-school settings to primary education is helped by communication between pre-school staff and primary school teachers. Typically, in Scotland, pre-school establishments prepare individual profiles of children before they start school around the age of five years, highlighting their strengths and development needs, for transfer to primary schools. There is, however, no consistent approach to the identification of potential social, emotional and behavioural problems. In 2010, in one local authority area in Scotland, the Strengths and Difficulties Questionnaire (SDQ) was introduced for children about to start school as a routine, structured, component of the transition process to help teachers plan support arrangements for classes and individual children. The SDQ assesses emotional, conduct, hyperactivity/ inattention and peer-relationship problems as well as pro-social behaviour. In order to be an effective means of communicating social and emotional functioning, the use of instruments such as the SDQ needs to be practicable. Finding out the views of pre-school education staff with experience of assessing children using the SDQ was, therefore, essential to establish its future utility.</p> <p>Aim: The purpose of this study was to explore the views of pre-school education staff about assessing social and emotional wellbeing of children at school entry using the SDQ. The objectives were to examine the opinions of pre-school workers about completing the SDQ and to elicit their thoughts on the value of doing this and their perceptions of the usefulness of the information collected.</p> <p>Method: Pre-school establishments were approached using a purposive sampling strategy in order to achieve a mix of local authority (n=14) and ‘partnership’ establishments (n=8) as well as different socio-economic areas. Semi-structured interviews (n=25) were conducted with pre-school head teachers (n=14) and child development officers (n=11) in order to explore the process of completing the SDQ along with perceptions of its value. The interviews were transcribed verbatim and analysed thematically.</p> <p>Results: In general, staff in pre-school establishments viewed the use of the SDQ positively. It was seen as a chance to highlight the social and emotional development of children rather than just their academic or educational ability. Most felt that the SDQ had not identified anything they did not already know about a child. A minority, nevertheless, suggested that a previously unrecognised potential difficulty was brought to light, most commonly emotional problems. Completing the SDQ was felt to be relatively straightforward even though the staff felt under pressure from competing priorities. Concerns were, however, raised about the potential of labelling a child at an early stage of formal education.</p> <p>Conclusion: The findings from this small scale study suggest that, from the point of view of pre-school education staff, it is feasible to assess children systematically for social and behavioural problems as part of the routine transition process at school entry.</p&gt

Differential vascular dysfunction in response to diets of differing macronutrient composition: a phenomenonological study

<p>Abstract</p> <p>Background</p> <p>Vascular dysfunction can develop from consumption of an energy-rich diet, even prior to the onset of obesity. However, the roles played by different dietary components remain uncertain. While attempting to develop models of obesity in a separate study, we observed that two high-energy diets of differing macronutrient compositions affected vascular function differently in overweight rats.</p> <p>Methods</p> <p>Male Wistar rats (<it>n </it>= 6/group) were fed diets providing varying percentages of energy from fat and carbohydrate (CHO). For 10 weeks, they were fed either chow, as control diet (10% of energy from fat; 63% from CHO), chow supplemented with chocolate biscuit (30% fat; 56% CHO) or a high-fat diet (45% fat; 35% CHO). Blood concentrations of biochemical markers of obesity were measured, and epididymal fat pads weighed as a measure of adiposity. Mesenteric arteries were dissected and their contractile and relaxant properties analysed myographically. Data were tested by analysis of variance (ANOVA).</p> <p>Results</p> <p>Weight gain and plasma concentrations of glucose, insulin and leptin were similar in all groups. However, biscuit-fed animals showed increased food intake (+27%; <it>p </it>< 0.01) and elevated concentrations of TGs and NEFAs (+41% and +17%; both <it>p </it>< 0.05). High-fat-fed animals showed an increase only in NEFAs (+38%; <it>p </it>< 0.01). Arterial vasoconstriction in response to NA and KCl increased only in biscuit-fed rats (both <it>p </it>< 0.01), while vasorelaxation in response to CCh and SNP, but not histamine, was attenuated in both groups (both <it>p </it>< 0.01). Furthermore, whereas the effect of the high-fat diet was most pronounced in endothelium-dependent vasorelaxation, the biscuit diet had the greater effect on endothelium-independent vasorelaxation.</p> <p>Conclusion</p> <p>Vascular dysfunction resulting from consumption of a high-fat or combined relatively high-fat/high-CHO diet occurs through different physiological processes, which may be attributable to their differing macronutrient compositions. Combining potentially atherogenic macronutrients induces more extensive vascular impairment than that of high-fat alone, and may be attributable to the more marked dyslipidaemia observed with such a diet. Thus, these findings help clarify the role of dietary components in vascular impairment, which has implications for clinical approaches to preventing cardiovascular disease.</p

A systematic review and meta-analysis of suicidality in autistic and possibly autistic people without co-occurring intellectual disability

Background: Suicidality is highly prevalent in autistic people without co-occurring intellectual disabilities, and high autistic traits are found in adults who have attempted suicide. However, prevalence rates for both autistic and possibly autistic people have not been synthesised meta-analytically. Aims: To (1) calculate pooled prevalence estimates of suicidality in autistic people and possibly autistic people without co-occurring intellectual disability; (2) evaluate the influence of participant and study level characteristics on heterogeneity; and (3) determine the quality of evidence. Methods: Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines were followed. PsycINFO, Embase, MEDLINE and Web of Science were systematically searched from 1992 to January 25, 2022. Empirical quantitative studies reporting prevalence of suicidal ideation, suicide plans, or suicide attempts and behaviours were considered for inclusion. Random effects models were used to estimate pooled prevalence of each suicidality outcome with 95% confidence intervals. Heterogeneity was explored using sensitivity and moderator analyses. Results: Data from 48,186 autistic and possibly autistic participants in 36 primary studies were meta-analysed. Pooled prevalence of suicidal ideation was 34.2% (95% CI 27.9–40.5), suicide plans 21.9% (13.4–30.4), and suicidal attempts and behaviours 24.3% (18.9–29.6). High levels of heterogeneity (I2 > 75) were observed in all three analyses. Estimates did not differ between autistic or possibly autistic samples. Geographical location (p = 0.005), transgender or gender non-conforming samples (p < 0.001) and type of report (p < 0.001) significantly moderated suicidal ideation, whereas age group (p = 0.001) and measure of suicidality (p = 0.001) significantly moderated suicide plans. There was a significant association between the proportion of male participants and prevalence of suicide plans, with a decrease in the proportion of males for every unit change of suicide plan prevalence (p = 0.013). No variables were found to moderate estimates of suicide attempts and behaviours. Conclusions: The results confirm suicidality is highly prevalent in both autistic and possibly autistic people without co-occurring intellectual disability and highlights potential moderators. Possibly autistic individuals require more attention in clinical and research considerations going forward to further understand and prevent suicide in both groups

The development and evaluation of a common assessment form for physiotherapy practice education in Ireland.

A sub-group of Chartered Physiotherapists in Education (CPE) was formed in 2004 to consider the adoption of a common assessment form (CAF) for assessing practice education placements for students studying physiotherapy in the Republic of Ireland. Following agreement from the four heads of departments, the needs of users (academic staff, practice tutors and practice educators) were established. As none of the existing forms met sufficient needs of the users, a new CAF was developed. The top features required by practice educators/tutors and HEIs, the positives of the existing forms and the behaviours indicated int he work of Cross \u26 Hicks1 were taken into account when developing the CAF. Following extensive revisions it was piloted on a small number of sites, revised by the committee and then validated by comparing scores to those of the existing assessment forms. Its inter-rater reliability was established bny comparing students\u27 grades between practic educators and practice tutors. Construct validity (PCC 0.906) and reliability estimates (ICC 0.84) were found to be satisfactory. As the validity and reliability fo the CAF was found to be satisfactory and greater than that of existing forms, the CAF was adopted by all for HEIs for use in summer 2007