Personal Health Train on FHIR:A Privacy Preserving Federated Approach for Analyzing FAIR Data in Healthcare

Big data and machine learning applications focus on retrieving data on a central location for analysis. However, healthcare data can be sensitive in nature and as such difficult to share and make use for secondary purposes. Healthcare vendors are restricted to share data without proper consent from the patient. There is a rising awareness among individual patients as well regarding sharing their personal information due to ethical, legal and societal problems. The current data-sharing platforms in healthcare do not sufficiently handle these issues. The rationale of the Personal Health Train (PHT) approach shifts the focus from sharing data to sharing processing/analysis applications and their respective results. A prerequisite of the PHT-infrastructure is that the data is FAIR (findable, accessible, interoperable, reusable). The aim of the paper is to describe a methodology of finding the number of patients diagnosed with hypertension and calculate cohort statistics in a privacy-preserving federated manner. The whole process completes without individual patient data leaving the source. For this, we rely on the Fast Healthcare Interoperability Resources (FHIR) standard

Competence Development of Synchronously Coached Trainee Teachers in Collaborative Learning.

The need to make trainee teachers more prepared to coach collaborative learning effectively is increasing, as collaborative learning is becoming more important. One complication in this training process is that it is hard for the teacher trainer to hear and understand the students’ utterances and those of the coaching trainee teacher. Besides, it is essential that the teacher trainer does not intervene with the students directly. This constraint is a strong plea for facilitating the direct whispered suggestions by an earpiece to the trainee teacher. In this study, first of all an instrument for measuring the quality of the teacher behaviour during collaborative learning was developed. Subsequently, it was concluded that the quality of the pedagogical action and the reaction time of the trainee teacher in the synchronous condition (direct interventions via an earpiece) progressed better than in the traditional asynchronous variant (coaching form with a discussion at the end of the lesson). The final request for validation is: to what extent reflects the video recognition task reflects the teacher performance in a full real life setting

Competence Development of Synchronously Coached Trainee Teachers in Collaborative Learning.

The need to make trainee teachers more prepared to coach collaborative learning effectively is increasing, as collaborative learning is becoming more important. One complication in this training process is that it is hard for the teacher trainer to hear and understand the students’ utterances and those of the coaching trainee teacher. Besides, it is essential that the teacher trainer does not intervene with the students directly. This constraint is a strong plea for facilitating the direct whispered suggestions by an earpiece to the trainee teacher. In this study, first of all an instrument for measuring the quality of the teacher behaviour during collaborative learning was developed. Subsequently, it was concluded that the quality of the pedagogical action and the reaction time of the trainee teacher in the synchronous condition (direct interventions via an earpiece) progressed better than in the traditional asynchronous variant (coaching form with a discussion at the end of the lesson). The final request for validation is: to what extent reflects the video recognition task reflects the teacher performance in a full real life setting

Measuring perceived social presence in distributed learning groups

Kreijns, K., Kirschner, P. A., Jochems, W. M. G., & Van Buuren, H. (2011). Measuring perceived social presence in distributed learning groups. Education and Information Technologies, 16, 365-381.Social presence – the degree to which „the other‟ in a communication appears to be a „real‟ person – has captured the attention of those dealing with learning in groups through computer-supported collaborative learning environments. The concept is important because it affects participation and social interaction, both necessary for effective collaboration and knowledge construction. This article reports on the construction and validation of a self-reporting (Dutch-language) Social Presence Scale to determine perceived social presence in distributed learning groups using computer-supported collaborative learning environments. The result is a onedimensional scale consisting of five items with an internal consistency of .81. We used a nomological network of similar constructs for further validation. The findings suggest that the Social Presence Scale has potential to be useful as a measure for social presence

Use of expertise by beginning experts solving wicked problems

Unpublished paperIn this paper we study how groups of beginning experts solve a type of problem that has been referred to as ‘wicked’ or ‘social science problem’. An example of such a problem is that of school drop-out, which can be defined as a school and curriculum problem, a socio-economic problem, a cultural problem, a behavioral problem, et cetera. Mono-disciplinary teams of beginning experts in different fields addressed the problem of advising the State Board of Governors on measures to reduce school drop-out. One group demonstrated expert-like behavior in solving the problem. The other groups concentrated on particular aspects of the problem and its proposed solution whilst neglecting other aspects. Their approach contained a mixture of (beginning) expert and novice behavior, demonstrating that the expert-novice continuum is not clear-cut for these types of problem. The use of external representations that signal which aspects of the problem solving process need additional effort is discussed as a promising support, in particular to inter-disciplinary teams

A critical analysis of the utility and compatibility of motivation theories in psychiatric treatment

The TransTheoretical Model (TTM), Self-Determination Theory (SDT), and the Integral Model of Treatment Motivation (IM) provide distinct but not incompatible conceptualisations of motivation. We discuss the utility of these theories as a basis for the improvement of psychiatric treatment engagement and treatment outcomes in patients with severe mental illness. It appears that all three theories have gained support for their predictions of outcomes in patients with severe mental illness, but important questions remain unanswered, such as which of these theories provides the best prediction of treatment engagement and treatment outcomes. We explain how these three theories could complete each other, based on their strong and unique assets. It is imperative that the theories are empirically tested and compared to confirm their utility, and to this end we propose several important research questions that should be addressed in future research. Theory comparisons can advance what is currently known about intrapersonal changes and interpersonal differences in treatment engagement and outcomes in severely mentally ill patients

The effects of motivation feedback in patients with severe mental illness: A cluster randomized controlled trial

Objective: To evaluate the effectiveness of providing clinicians with regular feedback on the patient’s motivation for treatment in increasing treatment engagement in patients with severe mental illness.Methods: Design: cluster randomized controlled trial (Dutch Trials Registry NTR2968). Participants: adult outpatients with a primary diagnosis of a psychotic disorder or a personality disorder and their clinicians, treated in 12 community mental health teams (the clusters) of two mental health institutions in the Netherlands. Interventions: monthly motivation feedback (MF) generated by clinicians additional to treatment as usual (TAU) and TAU by the community mental health teams. Primary outcome: treatment engagement at patient level, assessed at 12 months by clinicians. Randomization: teams were allocated to MF or TAU by a computerized randomization program that randomized each team to a single treatment by blocks of varying size. All participants within these teams received similar treatment. Clinicians and patients were not blind to treatment allocation at the 12-month assessment.Results: The 294 randomized patients (148 MF, 146 TAU) and 57 clinicians (29 MF, 28 TAU) of 12 teams (6 MF, 6 TAU) were analyzed according to the intention-to-treat principle. No statistically significant differences between treatment groups on treatment engagement were found (adjusted mean difference =0.1, 95% confidence interval =-2.2 to 2.3, P=0.96, d=0). Preplanned ancillary analyses showed statistically significant interaction effects between treatment group and primary diagnosis on treatment motivation and quality of life (secondary outcomes), which were beneficial for patients with a primary diagnosis of a personality disorder but not for those with a psychotic disorder. There were no reports of adverse events.Conclusion: The current findings imply that monitoring and discussing the patient’s motivation is insufficient to improve motivation and treatment engagement, and suggests that more elaborate interventions for severe mental illness patients are needed