Daily wheelchair ambulation is seen as a risk factor for shoulder problems, which are prevalent in manual wheelchair users. To examine the long-term effect of shoulder load from daily wheelchair ambulation on shoulder problems, quantification is required in real-life settings. In this study, we describe and validate a comprehensive and unobtrusive methodology to derive clinically relevant wheelchair mobility metrics (WCMMs) from inertial measurement systems (IMUs) placed on the wheelchair frame and wheel in real-life settings. The set of WCMMs includes distance covered by the wheelchair, linear velocity of the wheelchair, number and duration of pushes, number and magnitude of turns and inclination of the wheelchair when on a slope. Data are collected from ten able-bodied participants, trained in wheelchair-related activities, who followed a 40 min course over the campus. The IMU-derived WCMMs are validated against accepted reference methods such as Smartwheel and video analysis. Intraclass correlation (ICC) is applied to test the reliability of the IMU method. IMU-derived push duration appeared to be less comparable with Smartwheel estimates, as it measures the effect of all energy applied to the wheelchair (including thorax and upper extremity movements), whereas the Smartwheel only measures forces and torques applied by the hand at the rim. All other WCMMs can be reliably estimated from real-life IMU data, with small errors and high ICCs, which opens the way to further examine real-life behavior in wheelchair ambulation with respect to shoulder loading. Moreover, WCMMs can be applied to other applications, including health tracking for individual interest or in therapy settings.
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Abstract Specialist oncology nurses (SONs) have the potential to play a major role in monitoring and reporting adverse drug reactions (ADRs); and reduce the level of underreporting by current healthcare professionals. The aim of this study was to investigate the long term clinical and educational efects of real-life pharmacovigilance education intervention for SONs on ADR reporting. This prospective cohort study, with a 2-year follow-up, was carried out in the three postgraduate schools in the Netherlands. In one of the schools, the prescribing qualifcation course was expanded to include a lecture on pharmacovigilance, an ADR reporting assignment, and group discussion of self-reported ADRs (intervention). The clinical value of the intervention was assessed by analyzing the quantity and quality of ADR-reports sent to the Netherlands Pharmacovigilance Center Lareb, up to 2 years after the course and by evaluating the competences regarding pharmacovigilance of SONs annually. Eighty-eight SONs (78% of all SONs with a prescribing qualifcation in the Netherlands) were included. During the study, 82 ADRs were reported by the intervention group and 0 by the control group. This made the intervention group 105 times more likely to report an ADR after the course than an average nurse in the Netherlands. This is the frst study to show a signifcant and relevant increase in the number of well-documented ADR reports after a single educational intervention. The real-life pharmacovigilance educational intervention also resulted in a long-term increase in pharmacovigilance competence. We recommend implementing real-life, context- and problem-based pharmacovigilance learning assignments in all healthcare curricula.
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Background Interprofessional education is promoted as a means of enhancing future collaborative practice in healthcare. We developed a learning activity in which undergraduate medical, nursing and allied healthcare students practice interprofessional collaboration during a student-led interprofessional team meeting. Design and delivery During their clinical rotation at a family physician’s practice, each medical student visits a frail elderly patient and prepares a care plan for the patient. At a student-led interprofessional team meeting, medical, nursing and allied healthcare students jointly review these care plans. Subsequently, participating students reflect on their interprofessional collaboration during the team meeting, both collectively and individually. Every 4 weeks, six interprofessional team meetings take place. Each team comprises 9–10 students from various healthcare professions, and meets once. To date an average of 360 medical and 360 nursing and allied healthcare students have participated in this course annually. Evaluation Students mostly reported positive experiences, including the opportunity to learn with, from and about other healthcare professions in the course of jointly reviewing care plans, and feeling collectively responsible for the care of the patients involved. Additionally, students reported a better understanding of the contextual factors at hand. The variety of patient cases, diversity of participating health professions, and the course material need improvement. Conclusion Students from participating institutions confirmed that attending a student-led interprofessional team meeting had enabled them to learn with, from and about other health professions in an active role. The use of real-life cases and the educational design contributed to the positive outcome of this interprofessional learning activity.
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The IMPULS-2020 project DIGIREAL (BUas, 2021) aims to significantly strengthen BUAS’ Research and Development (R&D) on Digital Realities for the benefit of innovation in our sectoral industries. The project will furthermore help BUas to position itself in the emerging innovation ecosystems on Human Interaction, AI and Interactive Technologies. The pandemic has had a tremendous negative impact on BUas industrial sectors of research: Tourism, Leisure and Events, Hospitality and Facility, Built Environment and Logistics. Our partner industries are in great need of innovative responses to the crises. Data, AI combined with Interactive and Immersive Technologies (Games, VR/AR) can provide a partial solution, in line with the key-enabling technologies of the Smart Industry agenda. DIGIREAL builds upon our well-established expertise and capacity in entertainment and serious games and digital media (VR/AR). It furthermore strengthens our initial plans to venture into Data and Applied AI. Digital Realities offer great opportunities for sectoral industry research and innovation, such as experience measurement in Leisure and Hospitality, data-driven decision-making for (sustainable) tourism, geo-data simulations for Logistics and Digital Twins for Spatial Planning. Although BUas already has successful R&D projects in these areas, the synergy can and should significantly be improved. We propose a coherent one-year Impuls funded package to develop (in 2021): 1. A multi-year R&D program on Digital Realities, that leads to, 2. Strategic R&D proposals, in particular a SPRONG/sleuteltechnologie proposal; 3. Partnerships in the regional and national innovation ecosystem, in particular Mind Labs and Data Development Lab (DDL); 4. A shared Digital Realities Lab infrastructure, in particular hardware/software/peopleware for Augmented and Mixed Reality; 5. Leadership, support and operational capacity to achieve and support the above. The proposal presents a work program and management structure, with external partners in an advisory role.
Digitale marketing in e-commerce heeft zich sterk ontwikkeld. Consumenten hebben brede toegang via hun eigen, persoonlijke apparaten en door de snelle ontwikkeling van machine-learning-technologieën kan gerichte communicatie geautomatiseerd worden. Toch staat het huidige e-commerce bedrijfsmodel ter discussie, vooral door de impact op het milieu. Het retourzenden van producten is volledig gebruikelijk geworden onder consumenten. Dit soepele retourbeleid roept milieuzorgen op, omdat het de ecologische voetafdruk vergroot en financiële lasten met zich meebrengt voor bedrijven, namelijk de kosten voor het afhandelen van retouren wordt geschat op €12,50 tot €19,50 per retour. Om bij te dragen aan de oplossing van het retourprobleem, richt dit project zich op het onderzoeken van hoe gepersonaliseerde digitale marketinginterventies het consumentengedrag kunnen veranderen en productretouren kunnen verminderen. Dit gebeurt aan de hand van een casestudy in samenwerking met MKB-partner BBB Cycling en zal gebaseerd zijn op diepgaande inzichten in de specifieke doelgroep van consumenten die vatbaarder zijn voor het retourneren van producten. Anders dan andere onderzochte oplossingen, zoals het herzien van het retourbeleid, het implementeren van pastools en het stimuleren van consumenten via prijsvergelijkingen en pop-upberichten over de milieueffecten, neemt dit project een unieke invalshoek door specifiek te focussen op de psychologische kenmerken van consumenten en de psychologische triggers achter hun retourbeslissingen. Het project omvat vier werkpakketten: 1) Inzichten verkrijgen over consumenten die geneigd zijn producten te retourneren; 2) Gepersonaliseerde digitale marketinginterventies co-creëren om het retourpercentage te verlagen; 3) De gepersonaliseerde digitale marketinginterventies testen in een real-life online omgeving; 4) De kennis verspreiden naar e-commercebedrijven, consumenten en onderwijs voor een bredere maatschappelijke impact. Dit wordt uitgevoerd door alle partners: Thuiswinkel.org via zijn e-commerce bedrijfsnetwerk, Consumentenbond via zijn communicatie met consumenten, en het Lectoraat Purposeful Marketing van De Haagse Hogeschool, via zijn samenwerkingsactiviteiten in het onderwijs.
Dit onderzoek gaat over het verbeteren van de multidisciplinaire samenwerkingsvaardigheden van hbo-docenten. Binnen Hogeschool Rotterdam Business School worden er meerdere initiatieven ondernomen om uit te zoeken welke methode deze belangrijke vaardigheid kan helpen ontwikkelen en ook past binnen de hbo-onderwijspraktijk. De “geïntegreerde casemethode” is geïdentificeerd door docenten als de meest effectieve methode. Deze methode gaat een stap verder dan de huidige algemeen gebruikte Harvard business methode. Dit gaat langs drie lijnen van integratie: 1) het integreren van onderzoek, schrijven en doceren van een case: in plaats van het gebruik van bestaande en vaak dure Harvard cases, worden hbo-docenten getraind om zelf een organisatieprobleem te onderzoeken, een case te schrijven en te doceren; 2) het integreren van regionale cases in business curricula: in plaats van buitenlandse (vaak Amerikaanse business stijl) cases te gebruiken, worden hbo-docenten geholpen om real-life cases te schrijven van organisaties en bedrijven in de regionale omgeving van de hogeschool; 3) het integreren van beroepspraktijk in onderwijspraktijk: aanvullend op behandeling van casestudies in theorie, worden bedrijven betrokken in de onderwijspraktijk. Studenten houden interviews met CEO’s/managers, voeren veldonderzoek uit in het bedrijf. Het bedrijf geeft feedback en beoordeelt eindresultaten. Deze methode is uitgeprobeerd door acht docenten van vier verschillende opleidingen tussen 2016-2018. Deze multidisciplinaire samenwerking leidde tot een succesvolle Engelstalige minor “Business Pressure Cooker” en “de Rotterdam International Case Competition”. Om dit succes te vergroten en een breder draagvlak te krijgen voor de geïntegreerde casemethode, is een methodiek nodig. Hierin kunnen meerdere docenten van verschillende opleidingen worden getraind. Het gewenste resultaat is dat a) docenten handvatten krijgen om de casemethode professioneler toe te passen in hun onderwijspraktijk; b) een kennisnetwerk ontwikkelen waardoor docenten van diverse opleidingen hun kennis/ervaring kunnen uitwisselen, kracht bundelen om case-based onderwijsonderdeel gezamenlijk uit te ontwikkelen.
