Tl’azt’en Learning Circle: Information Technology, Health and Cultural Preservation

A Community Learning Centre (CLC) is an innovative model of delivering health care and health information based firmly on the idea of community engagement. It has two interrelated components: 1) a community-based facility with Internet-linked computers accessible to all community members; and 2) community developed web-based resources relevant to community defined needs and priorities. This article describes a pilot CLC implementation in a remote British Columbia First Nations community. A CLC supports the acquisition of health information as well as research and technology skills by facilitating access to, and uptake of, relevant resources developed by and for community members

Compose your self : expression and identity in the unsanctioned writing of adolescent and young adult poets and songwriters

The purpose of this research was to explore the experiences of young people as "creative writers" penning their own personal texts in the social, political, and cultural contexts of their lives. The research problem was: From the perspective of the young adult writer, what is the experience of engaging in expression through independent poetry- and song-writing? A qualitative approach was employed to understand contextual and individual factors in exploring the roles that writing may have in the lives of young people who engage in unsanctioned writing practice, or writing practices that are independent from school-supported activities or curriculum. The theoretical framework guiding the analysis focused on understanding the young writers' experiences and uses of writing practice as a site for identity construction. I worked with a group often writers, six female and four male, from age 17 to 30, who actively engaged in writing practices such as poetry, spoken word, and zines. The primary data source was in-depth interviews, which took place where the participants wrote, performed their writing, or hung out. For the participants, writing was: a context for identity construction, self-reflection, and documentation of identity; an emotional outlet arid "safe place;" a way to "be heard" and recognized; a means of connecting with and understanding others; and a context for exploring ideas, expressing beliefs, and making an impact through social action/activism. They described their school experiences in relation to their writing practice and provided recommendations for making schools engaging for young people. An important recommendation was for teachers to care, encourage, and challenge their students in their writing practice. Participants recognized that teachers faced challenges in having to adhere to a rigid curriculum, and suggested that the school system must be more flexible to permit them to bring their own life experiences, and those of their students, into the classroom. This study is one step toward understanding young people's experiences of being writers, how they make meaning and ground themselves and their identities through writing practice. The findings may inform and challenge educators, researchers, and those who work with young people in a variety of contexts.Education, Faculty ofEducational and Counselling Psychology, and Special Education (ECPS), Department ofGraduat

The impact of requiring completion of an online infection control course on health professionals’ intentions to comply with infection control guidelines: A comparative study

BACKGROUND: Ensuring good infection control practice in health care facilities is a constant concern, yet evidence shows that the compliance of health care professionals with proper procedures is lacking, despite the existence of guidelines and training programs. An online infection control module was developed to provide ready access to training. Controversy exists about whether successfully completing such a course should be mandatory or strongly encouraged for all health care professionals. The objective of the present study was to compare the perception of safety culture and intention to comply with infection control guidelines in professionals who were required by their supervisors to take the course, and those who did so voluntarily

Technology Enabled Knowledge Translation for eHealthPrinciples and Practice /

XIV, 442 p.online resource

Remote assessment via video evaluation (RAVVE): a pilot study to trial video-enabled peer feedback on clinical performance

Background: Video review processes for evaluation and coaching are often incorporated into medical education as a means to accurately capture physician-patient interactions. Compared to direct observation they offer the advantage of overcoming many logistical challenges. However, the suitability and viability of using video-based peer consultations for professional development requires further investigation. This study aims to explore the acceptability and feasibility of video-based peer feedback to support professional development and quality improvement in patient care. Methods: Five rheumatologists each provided four videos of patient consultations. Peers evaluated the videos using five-point scales, providing annotations in the video recordings, and offering recommendations. The rheumatologists reviewed the videos of their own four patient interactions along with the feedback. They were asked to document if they would make practice changes based on the feedback. Focus groups were conducted and analysed to explore the effectiveness of video-based peer feedback in assisting physicians to improve clinical practice. Results: Participants felt the video-based feedback provided accurate and detailed information in a more convenient, less intrusive manner than direct observation. Observations made through video review enabled participants to evaluate more detailed information than a chart review alone. Participants believed that reviewing recorded consultations allowed them to reflect on their practice and gain insight into alternative communication methods. Conclusions: Video-based peer feedback and self-review of clinical performance is an acceptable and pragmatic approach to support professional development and improve clinical care among peer clinicians. Further investigation into the effectiveness of this approach is needed.Medicine, Faculty ofOther UBCEmergency Medicine, Department ofGeriatric Medicine, Division ofMedicine, Department ofRheumatology, Division ofReviewedFacult

Patient and health care professional perspectives on using telehealth to deliver pulmonary rehabilitation

The objective of this study was to identify the necessary features of pulmonary telerehabilitation (P-TR) from the perspectives of individuals living with chronic lung disease and health care professionals (HCPs) who deliver pulmonary rehabilitation (PR). Focus groups were carried out with patients (n ¼ 26) and HCPs (n ¼ 26) to elicit and explore their opinions about the critical elements of in-person PR and ideas for how these elements could be supported using technology. A questionnaire was used to assess technology use, PR experience, and general health status. Four key elements of PR were identified as critical to P-TR: the social aspect of PR; communicating with HCPs for education and support; using biosensors for monitoring and promoting self-knowledge; and the evolution of support with progress over time. A range of technology-enabled devices and programs were suggested as means to recreate aspects of these integral elements. Consultations with patients and HCPs suggest that users are interested in technology and want to ensure it recreates the important aspects of PR. Patients and HCPs identified similar key elements for P-TR. The opinions and suggestions of patients and HCPs should be the driving force of innovation if P-TR is to succeed in improving health outcomes.Applied Science, Faculty ofMedicine, Faculty ofOther UBCElectrical and Computer Engineering, Department ofMedicine, Department ofPhysical Therapy, Department ofRespiratory Medicine, Division ofReviewedFacultyResearche