Interactive Workshop Research Articles

Amplifying the perspectives and insights of Lived Experience – Learning from ALLIANCE lived experience networks.

Introduction: Person centred care is vital to ensure we improve access to the right care, treatment and support for all people. Meaningful engagement with people with lived experience is essential in the design of this and can also have direct benefits for people as a consequence.
 The ALLIANCE coordinates a number of networks for people with lived experience This includes a heart disease network that has been established to directly influence the Scottish Government’s Heart Disease Action Plan to ensure we can improve access to the right care, treatment, and support, and minimise preventable heart disease.
 This interactive workshop we will share insights we have gathered and the learning to date as well as the methods we have embedded to ensure structures are in place to allow people to share their experience, and turn these experiences into meaningful action through our direct link into policy.
 This session will be useful for all health and social care stakeholders as through this discussion we will explore the importance of ensuring lived experience is at the heart of planning and decision making
 Purpose: To share learning, insights and generate discussion on how we can amplify the perspectives and insights a of lived experience
 Outcomes: 
 
 Participants will feel more knowledgeable having reflected on the the session’s learning through discussion and presentation and potential to translate this into actions.
 Participants will build connections and relationships across countries based on a shared goal.
 Participants are more likely to incorporate the voice of lived experience through their own practice.
 
 Session Plan: 
 
 Welcome and introduction the session highlighting the purpose asking participant’s if they can commit to the purpose of the session.
 Icebreaker – what/who inspires you most to do what you do?
 
 
 
 Presentation by the ALLIANCE sharing the learning from our lived experience networking, focusing on the Heart Disease Networking as a case study.
 Feedback, questions and reflections on what has been shared
 Facilitated small group discussions on individual learning
 
 oWhen people with lived experience are active and equal partners, what does that look like?
 oHow do we incorporate the principles of person centre care into our own practice
 
 Feedback from each group with key themes being captured live through flipchart
 
 At the end of the session we will capture the key themes to develop a summary report of the discussion that can be shared with all participants taking part in the conference and promoted via the ALLIANCE website, newsletter and bulletins.

An innovative toolbox to develop and evaluate a Personal Budget system together with chronic care stakeholders in Flanders and in Europe

In Flanders (the northern part of Belgium), as in many other countries, care and welfare policy for people with chronic care and support needs, such as people with disabilities (PwD), is undergoing a large-scale transformation from a service-centred to a more user-centred approach. This transformation is largely driven by the United Nations Convention on the Rights of People with Disabilities (UNCRPD), which promotes the autonomous practice of decision-making by PwD and the self-management of their care and support.
 An innovative way to foster this self-management is through user-centered funding models, such as Personal Budgets (PB), in which a public authority distributes funds directly to PwD, thereby helping them to personalize and actively organize the services they need for their own care and support needs. Flanders is considered a pioneer in such a PB system, which has been implemented since 2017, after a participatory process involving various stakeholders, such as PwD. The Flemish system consists of 2 stages: a first stage of directly accessible support and/or a care budget for people with relatively limited support needs. And a second stage for people with higher support needs that can apply for a PB. This budget allows them to self-manage their support, with access to both regular and disability-specific services.
 Following the implementation of PB the Flemish Agency for People with Disabilities (in Dutch: VAPH) is currently searching for both objective and participatory approaches to evaluate this system. This is why VAPH has been an active partner in the European UNIC project since 2020. The UNIC project is developing, with the financial support from the European Union Programme for Employment and Social Innovation, a toolbox to support the design, implementation, evaluation and compliance of PB. The toolbox consists of three online tools that use the UNCRPD as a framework for the goals of long-term care and support. The tools are developed with three target groups in mind, namely:
 1) Quality Monitoring Tool (QMT) to support PwD to self-assess the impact of their personal budget on their quality of life and to evaluate the PB system they receive.
 2) Service Delivery Tool (SDT) to help service providers evaluate the services they provide, and work towards the delivery of more rights-based and person-centred services.
 3) Compliance Assurance Tool (CAT) to help public authorities improve their policies around long-term care using PB systems.
 During the development phase in 2022, the tools were piloted in Flanders through interactive workshops with participants from the three different target groups who were encouraged to provide extensive feedback. The VAPH is thus co-producing the system of PB as well as its evaluation together with relevant stakeholders. In this presentation we want to present the UNIC toolbox as an example of how stakeholders can be included in a process of mutual learning to support the take-up and scale-up of personal budgets. This presentation aligns with conference theme 2 “Person-centred care: focus on integration of goals and needs”.

Values mapping workshop: What are your integrated care values?

Background: In the integrated care literature, functional aspects such as organisational forms, improving processes, funding issues and ICT challenges are dominant. However, although a lot has been written about these features, it is still difficult to understand why integrated care sometimes works, and sometimes does not. The scale-up of integrated care and the measurement of its impact therefore remain challenging.
 By focusing our efforts on structural or process elements, we might underestimate the role of human factors and relationships in integrated care. Concepts as trust, belief and relationship management seem fundamental. It is essential to also include these in our thinking, because after all integrated care is about people and for people. In integrated health care programmes and networks, lots of people with a variety of backgrounds and values work together; relations are key. This workshop provides insight in these “human factors” and lets participants experience the role of underlying values.
 Why a workshop? A workshop format offers the opportunity to actually perform and experience the values mapping exercise. Both individually and groupwise.
 Target audience: Our workshop will be of interest to professionals, managers and policy and decision makers seeking to learn more about the role of values in integrated care. Researchers may also find our workshop relevant, because we will use the exercise for data collection and we present several theoretical insights.
 Workshop structure
 
 Welcome and Introduction (10 min)
 
 - The importance of normative integration?
 - Who are you and made you choose this session?
 
 Theoretical background (10 min)
 
 - What are values?
 - What does recent research show us?
 
 Values mapping exercise (individually, 10 min)
 Start the exercise with examining your own integrated care values by carefully identifying the values and norms underpinning integrated care.
 Position the values on the map. The different boxes on the map reflect the importance of the particular value, ranging from ""not important"" to ""very important"". Please take your time; repositioning or shuffling is okay!
 Reflection in pairs (10 min)
 Reflect on your values map with your ‘partner’
 Discuss possible differences between you and your partner
 Please explain: why are these values important to you? Could you provide an example from practice?
 How do you apply these values in your work and collaborations?
 Plenary discussion: Learnings and takeaways (10 min)
 Reflection on the exercise; reflections on the role of values, linkage to the introduction/theory, collaborative sharing of experiences
 What are your takeaways?
 What golden rules could you formulate?
 Plenary discussion: Practical applicability (10 min)
 
 Discussion about how can we use values and the workshop insights for:
 
 How can we use values in network governance?
 How can values help us in decision-making?
 How can we use values in accountability?
 
 This interactive workshop will be facilitated by: 1) Prof Mirella Minkman, PhD (Vilans and TIAS/Tilburg University, The Netherlands - Role: Chair, theoretical reflections), 2) Nick Zonneveld MSc. (Vilans and TIAS/Tilburg University, The Netherlands – Role: Moderator, reflections)"

Engaging Everyone: Co-building diverse and inclusive patient partnerships to promote health equity.

Background: To address the challenge of engaging diverse people, discover a novel model of engagement where diverse members of community bring a health equity lens to healthcare projects, policies and research.
 Workshop description: This workshop is designed to introduce participants to challenges and opportunities in diverse patient engagement. Participants will learn about the Equity-Mobilizing Partnerships in Community (EMPaCT) model. Through group discussions, participants will explore how they can adapt the EMPaCT approach to their own settings. Through tools and resources developed by EMPaCT, participants will learn how to co-design sustainable and scalable models of patient engagement to promote health equity. In particular, participants will learn about:
 1.Conceptual frameworks that make explicit the relationships between social, political and economic inequities and health outcomes;
 2.Strategies to involve communities experiencing the most inequities in policy and decision-making; and
 3.Methods to design programs that are scalable. 
 Intended audience: Anyone who is:
 1.interested in learning how to engage in patient partnerships that promote health equity; 
 2.interested in engaging with diverse and seldom-heard communities for practice, research or policy development;
 3.involved in system-level healthcare redesign and resourcing.
 
 
 Workshop overview & agenda (90 mins workshop)
 1.Introductions (10 mins) – Alies, Ambreen, Emily
 2.Section: Getting to know the audience (10 mins ) – Emily 
 Approach: Interactive polls. Responses reviewed in real-time.
 Outcome: Understand which stakeholder category participants identify with and their experiences in patient engagement including engagement with diverse voices as well as level of decision-making authority.
 3.Section: Introduction to the challenges and opportunities in diverse patient engagement and the need for scalable equity-oriented patient partnerships (10 mins) – Ambreen 
 Approach: Presentation by workshop facilitators. 
 Outcome: Participants will have foundational knowledge needed to engage in interactive workshop.
 4.Section: Identifying and using conceptual frameworks that recognize how health inequities drive health outcomes (15 mins) – Emily 
 Approach: Overview of frameworks and interactive discussion using Padlet-based questions.
 Outcome: Participants will engage in learning and discussion about health and social inequities.
 5.Section: Involving communities experiencing the most inequities in policy and decision-making (15 mins) – Alies 
 Approach: Facilitators will share how EMPaCT was co-designed using an equity-oriented lens to patient engagement. Participants will learn how to apply the same lens to their setting using interactive group discussion through Padlet. 
 Outcome: Participants will learn about different ways to involve communities experiencing the most inequities in policy and decision-making.
 6.Section: Designing programs that are scalable and sustainable (15 mins) – Ambreen 
 Approach: Facilitators will share how EMPaCT was co-developed as a scalable unit. Participants will engage in interactive discussions through Padlet to identify the resources available to them to co-create a scalable unit in their setting. 
 Outcome: Participants will learn about different ways to scale and sustain patient engagement activities that promote health equity. 
 7.Closing summary (15 mins) – Alies 

System Wide Governance and Leadership: A New Governance Model to Rethink How Performance is Measured; How Integrated Services are Contracted, Funded and Co-ordinated and How Outcomes and Benefits are Assessed

This workshop shares learning from the work of Midlothian Health and Social Care Partnership to develop a strategic governance and performance framework that supports person centred practice and assesses impact on outcomes for people.
 It is widely recognised that for person centred approaches to be sustained, they need to go beyond practice and be embedded within the culture, systems and processes of health and social care organisations. This poses a challenge for traditional approaches to performance management, which tend to hold services accountable for delivering on easily measurable service outputs, rather than working in the flexible and outcome focused ways required to be person centred. In this workshop we share learning from work carried out by Midlothian Health and Social Care Partnership to align strategic governance and performance systems with their commitment to person centred practice and provide space for workshop participants to explore how they could put learning into practice.
 Midlothian HSCP are responsible for delivering and commissioning integrated services and supports to a local population of about 93,000 people in Scotland. The partnership has been strongly committed to embedding person centred practice for many years and have established the ‘MidWay’ approach to having ‘Good Conversations’ and building relationships with people, where services facilitate change, rather than aim to fix it.
 The partnership recognised that their strategic governance and performance approach was not aligned with this focus on person centred practice and outcomes for people. In 2020 they commissioned Matter of Focus to work with them to develop an outcome focused performance framework underpinned by the Matter of Focus approach and software OutNav. Over the past 2.5 years the framework has been tested and refined by diverse services and teams and is now being rolled out across the partnership. 
 The Matter of Focus approach is informed by contribution analysis and evidence to action approaches and enables organisations delivering complex change that is people based to evidence contribution to desired outcomes, rather than attribution. The approach and software is being used by more than 150 organisations internationally.
 
 The workshop will be of interest to managers, leaders, researchers and policy makers looking to embed person centred practice at scale and to improve governance and performance management approaches.
 The interactive workshop will involve: 5 minutes welcome and introductions; 10 minutes table discussion; 10 minute presentation on the Matter of Focus approach; 15 minute presentation on the framework and lessons learnt from Midlothian HSCP; 10 minute table discussions; 10 minutes feedback from tables, summary of take home messages and close. 
 The audience will be engaged through focused discussion questions at the tables. Take home messages will be captured from each table by the presenters in the final feedback session.

"Palliare" surrounded with care.

Introduction: Despite scientific evidence about the benefits of Advance Care Planning (ACP) for patients with non-curative treatment, ACP is rarely discussed in practice. Why is it difficult for health professionals to mention ACP? How can patients and their family caregivers take control of their own care process and be actively engaged?
 The aim of this project is to empower patients and their family caregivers to discuss their wishes and care goals in a palliative phase, and to provide health professionals with communication techniques and skills to use in a palliative conversation. A common language is introduced so that all parties can communicate more comfortably with each other.
 Target groups: We focus on oncology patients with non-curative therapy, their relatives and their professional care providers.
 To identify these palliative patients, physicians will have to indicate via MOC (multidisciplinary oncologic consultation) registration if the therapy of an oncology patient is curative or non-curative. If the patient can’t be cured, early palliative care needs to be integrated into daily oncology practice by offering an interactive meeting in group. The group of care providers is a multidisciplinary team with oncologists, oncology nurses, palliative care specialists, bedside nurses, social workers, psychologists, etc.
 Methodology: We started with a kick-off session in which the members of the project (oncologists, oncology nurse, palliative care specialist and palliative care nurse) explained the purpose of the project to healthcare professionals. We explained a number of concepts and suggested the specific language we want to maintain.
 After this first session, we organized interactive workshops for patients and their relatives to provide them with tools to establish and communicate about their end of life wishes and care goals. In this workshop, we explained the concept of ‘palliative care’ and the importance of an active involvement of the patient and his/ her relatives during this palliative phase. By performing a role play, we elaborated on the questions that are important to ask the physician, and how patients and relatives can ask these questions.
 In parallel we organized workshops for different teams of health professionals to provide them with more advanced communication skills and to learn them how to sense when patients are ready for a palliative care conversation. In these interactive workshops we also interspersed communication theory with role plays.
 Results: Surveys based on the validated PAM-13 questionnaire will be provided to all participants (patients and healthcare professionals). Because the project is still in full development at the moment, we don’t have results yet. We hope to present our results during the ICIC23 in May 2023 and to enthuse and inspire other healthcare professionals about the importance of patient empowerment during a palliative phase.

Utilizing a family sciences approach to inform integrated care research, practice, and policy.

This interactive workshop describes and makes a case for using a family sciences approach to inform integrated care research, practice, and policy improvements, particularly when integrated care for adult populations is the aim. 
 Adults in need of healthcare are part of unique family systems, and these family systems interact with integrated care systems. For example, when older adults experience declines in health, family members are intricately involved in making care decisions and providing many types of support that interact with care systems. When integrated care is challenged by disconnection or the lack of communication and/or coordination between providers and patients and their families, a family sciences approach to research, practice, and policy improvements can create new knowledge and useful family-based interventions to improve integrated care outcomes for adult populations. This workshop will engage researchers, care providers, and policy makers in understanding the role of family sciences in integrated care research, practice, and policy. 
 This workshop will consist of the following: 
 1)An introduction to family sciences will set the stage by teaching about the principles of family sciences and highlighting the main theories used by family scientists when considering improvements to integrated care for adult populations. 
 2)A family sciences approach will be applied to integrated care research and practice. 
 a)We will consider how, when, and why family sciences could be applied to integrated care research focused on adult populations. We will use examples of family-based methods for research that are appropriate for studying adult populations and intergenerational families (e.g., genograms, ecomaps, dyadic interviewing); the benefits and potential pitfalls of these methods will be discussed. An interactive activity will be used when small groups closely examine a selection of family-based methods. A discussion about the applicability of these research methods in group members’ fields of study will be included. 
 b)We will consider the application of family sciences to integrated care practice and policy. We will examine how, when, and why a family sciences lens could be used to improve integrated care practice and policy. Examples of family focused interventions will be presented, and the benefits and potential pitfalls of these interventions will be discussed. An interactive jigsaw activity will have small groups each examine a unique family-based intervention and discuss the benefits/challenges to implementation, including how the intervention might interact with policy. Groups will summarize the intervention and present their findings to each other so the whole workshop groups is exposed to each family-based intervention. 
 3)We will conclude by considering the future of combining family sciences and integrated care. Participants will list their three main doubts in combining family science approaches and integrated care. They will also list one concrete action they could take in their own research, practice, or policy-setting role that aligns a family sciences approach to integrated care.

What is the Role of the Third Sector in Integrated Care - Provider, Partner or Both?

To date, much of the integrated care literature and discourse regarding the Third Sector (e.g. community based nongovernmental, charitable, or voluntary agencies) have positioned the sector as service providers and/or system partners. We would argue that while these organizations are undoubtedly equipped to effectively respond to community’s needs, the sector and these agencies are often been characterized as lesser partners and viewed as 'nice to have' rather than core players within integrated health systems.
 Optimizing their engagement requires a more nuanced understanding of the nature, feasibility, and high value models of collaboration between public and third sectors in order to to design and deliver integrated care systems. The purpose of this interactive workshop is to discuss the current role of third sector organizations in integrated care and debate the merit and/or limitations of being seen as a system partner or a service provider; is there a value proposition for both positions? The session will be structured to enable both large and small group structured conversations through deliberative dialogue and table debates. Attendees can expect to be engaged in a provocative dialogue that aims to push our understanding of how we can achieve truly integrated health care with local voluntary and community organizations. Our exchange will likely produce diverse opinions that will be synthesized according to common themes across and within the group and serve as the basis of potential future SIG activities and academic research.
 This 90 minute session is designed for any academic, policy maker or practitioner interested in intersectoral partnerships and integration across health, social and voluntary sectors.
 Format:
 The time will be divided between an introductory overview, a teams of thought leaders will identify and raise key topic concepts followed by a series of table discussions, debates with time to share and synthesize.

Where are we heading? A network and collaborative workshop to design and shape future activities of the Emerging Researchers and Professionals in Integrated Care network (ERPIC)

ERPIC aims to provide opportunities for emerging researchers and professionals to network, collaborate and engage in peer-to-peer relationships and mentorships, with the aim of advancing the field of integrated and person-centred care, which can improve patient outcomes, experiences of care, efficiency and cost-effectiveness of care delivery and health systems, and the satisfaction of healthcare workforce. The next generation of students, academics, researchers and practitioners is essential in shaping tomorrow’s healthcare systems.
 Since the establishment of ERPIC in 2018, the network has mobilized about 500 followers, working and studying in about 33 countries worldwide and promoted opportunities to engage these early researchers and professionals in the field of integrated care. Aligned with its mission, ERPIC needs to be in continuous movement and adaptive to its members’ needs. 
 During ICIC22, ERPIC initiated a process of continuous improvement by exploring the needs of emerging researchers and professionals. Building on the knowledge generated from the workshop at ICIC22, the ERPIC Executive team now wants to find out whether these needs are still relevant and how we, together, can take the next step in the desire to put the needs into action. 
 Accordingly, this workshop aims to provide an opportunity for conference delegates to contribute to the future plans and activities of ERPIC and network with peers.
 The aims of this interactive workshop activity are to:
 - Meet and connect with other early career researchers and professionals in integrated care
 - Practice networking
 - Share ideas about the future of ERPIC
 - Get involved in designing future activities of ERPIC
 This workshop is designed for current ERPIC-network followers and emerging researchers and professionals in the integrated care field interested in joining a supportive network.
 Senior members of IFIC, professionals in the field of integrated care and participants of ICIC23 who are interested in meeting ERPIC-members are welcome to participate.
 
 Workshop hosts: Sebastian Lindblom, Mark Derks, Paul Wankah
 The workshop starts with a 5 min introduction, preparation and information about the workshop. This will be followed by a 10 min presentation on the result of our exploration of the expressed needs of our EPRIC members. Participants will be divided into groups and have the opportunity to get to know each other and familiarize themselves during a 30 min network session. This will be followed by a 30 min co-creative session where each group will brainstorm about early career researchers and professionals’ needs and how they can be addressed. Together, the group will develop concrete suggestions for activities and a plan to realize them. The session finishes with a 15-minute group presentation and summary.
 Learnings/Takeaway: Participants will:
 - Create new contacts and start building/expanding a network
 - Get insights on early career researchers and professionals’ needs and activities 
 - Gain an understanding of ERPIC and its mission
 - Have the opportunity to influence the future direction and activities of ERPIC
 The results and findings from the workshop will be summarized in a short report and disseminated to the network.

Spina Bifida Global Learning Collaborative: Educating the next generation of clinicians, researchers, and advocates.

This project aimed to launch an international learning community to guide the development of a spina bifida (SB) curriculum for global health trainees. Using a descriptive study design, a convenience sample of SB curricula were identified in 2022-23 by members of the Spina Bifida World Congress Outreach Committee and evaluated during a series of monthly Zoom calls to discuss SB education in a global health context. Participants included (1) leadership from the ReachAnother Foundation, (2) invited panelists from the Spina Bifida World Congress Global Health Symposium, and (3) global health students and preceptors. Education initiatives in Ethiopia, Sweden, Argentina, Ecuador, and the United States were evaluated vis-à-vis format and content. All of the education initiatives referenced the framework of the World Health Organization International Classification of Functioning, Disability and Health. Formats varied and included both virtual and interactive workshops, print materials, videos, and guides for small group discussion. Content addressed four domains: Folate Prevention, Neurosurgical Training, After Care, and Data Collection. A multidisciplinary approach, partnerships with families, and workforce pipeline training were identified as guiding themes for educating the next generation of SB researchers and clinicians in global health settings. The Spina Bifida Global Learning Collaborative is a transnational group of advocates, clinicians, and investigators whose mission is the advancement of SB-related global health education. Lessons learned from the collaborative are being leveraged to develop a global health curriculum for learners, which may improve services for individuals with SB around the globe.

MULTIMETHOD COMMUNITY-BASED DEMENTIA CARE EDUCATION TO EMPOWER CARE PARTNERS AND IMPROVE WELLNESS

Abstract Inspired by the Medicare Cognitive Assessment and Care Plan Services visit, we describe an Age-Friendly 4Ms curriculum developed to empower informal dementia-care-partners to understand dementia, develop skills to communicate and work with people living with dementia (PLWD), and plan for the future with dementia. Curriculum was developed by an interdisciplinary team and included the integration of evidence-based approaches to care, such as the Positive Approach® to Care model. Through 4 interactive workshops (Understanding Dementia-related Brain Changes, Understanding Behaviors as a Form of Communication, Resources for Dementia Caregivers, Planning for the Future with Dementia) we introduced and had care partners process and practice material to help them navigate everyday challenges faced by PLWD with the aim of assisting them to find opportunities to help improve quality of life with the disease for both themselves and their PLWD. We reached a total of 146 attendees in 3 rural and suburban communities in Central Pennsylvania. Fifty-nine (40.4%) people attended 1 session, 39 (26.7%) people attended 2 sessions, 22 (15.1%) people attended 3 sessions, and 26 (17.8%) people attended all 4 sessions. Across all four sessions, more than 80% of attendees reported knowledge and skill gains, and most attendees reported meeting session objectives. Final evaluation results suggest attendees wanted a way to stay informed, stay connected, and remain supported by the program.

Long-term benefits for children of including dental health in education

The present quasi-experimental study evaluated the effectiveness of a dental education program implemented at the Tuntatacto Educational Unit during the last quarter of the 2022-2023 academic year. The intervention included interactive workshops, distribution of dental hygiene kits, and teaching proper brushing and flossing techniques, specifically targeting the experimental group, while the control group did not receive these activities. The results indicated significant improvements in oral hygiene knowledge and practices in the experimental group compared to the control group, demonstrating the importance of incorporating dental education into the school curriculum. Data collected through pre- and post-intervention questionnaires showed an increase in awareness about the importance of dental care, regularity of brushing, flossing, and parental supervision in dental hygiene in the group that received the education. Additionally, a reduction in anxiety toward dental visits and greater acceptance of common dental procedures was observed. This study highlights the preeminence of early, practical educational interventions in dental health promotion, which not only improves children's immediate oral health but also establishes a solid foundation for long-term healthy oral hygiene practices. The implications detected suggest that similar programs could be effectively replicated in different educational contexts to strengthen dental education and prevent dental diseases from an early age

The Power of Narrative: Empowering interprofessional teams to promote health equity by reflecting on bias and unpacking stigmatizing language

Reflecting on one's personal narrative can expose language that unwittingly expresses bias. As healthcare providers, unpacking one's narrative can promote more equitable interprofessional communication and patient care. This article describes an interactive workshop at the 2023 National Academies of Practice (NAP) Annual Meeting and Forum, where participants wrote and reflected on their personal narratives to identify bias, hierarchies, and positionality. Use of equity-focused language to empower an inclusive interprofessional healthcare culture and strategies for promoting access, removing structural barriers to care, and enabling anti-racist behaviors were explored. Workshop synthesis occurred using an innovative “fishbowl” discussion to enable feedback and identify themes, barriers, and facilitators. Program evaluation showed high participant satisfaction (4.73/5). Used as a curricular resource, this approach outlines an effective framework for engaging participants in writing, reflection, and dialogue to promote equitable, accessible, and collaborative healthcare.

Case-based Interactive Workshop on ICD-11 for Psychiatry Postgraduate Trainees: Our Experience.

Case-based Interactive Workshop on ICD-11 for Psychiatry Postgraduate Trainees: Our Experience.

Economic Empowerment of Households through Financial Management Training in Ciputih Village

Empowerment of Household Economics Through Financial Management Training in Ciputih Village is an effort to enhance household financial capabilities to drive economic stability and community resilience. Through tailored interactive workshops, the initiative introduced basic financial concepts, budget planning, savings, and investment strategies to the residents. Post-activity evaluations revealed improved financial understanding and better decision-making, evidenced by increased savings, enhanced budget allocation, and a heightened interest in entrepreneurship. The outcomes underscore the significance of financial education at the community level, strengthening not only individual aspects but also the overall village economy. Thus, empowerment through financial literacy aids not just households but also stimulates sustainable economic growth in rural communities.

Evaluation of Yantiin Kalabara – 5 Ways to a Healthier You: A primary school-based education program targeting healthy living choices through interactive workshops

The aim of this study was to develop, implement and evaluate the novel one-day, school-based health education program Yantiin Kalabara that embedded Aboriginal and Torres Strait Islander culture and perspectives within a series of interactive learning stations. In consultation with local Aboriginal and Torres Strait Islander community members, the program was designed to encourage healthy lifestyle choices and promote strong, sustainable and mutually respectful relationships between Aboriginal and Torres Strait Islander peoples and non-Aboriginal Australians. It involved five primary schools within the Awabakal, Wonnarua, Darkinjung and Worimi Countries (Australia) in movement-based and culturally rich learning activities. The feasibility of the program for use in primary schools and preliminary efficacy for affecting change in key health behaviours (physical activity, nutrition, screen-time) was assessed using student questionnaires. Yantiin Kalabara was delivered by the Hunter Primary Care team and volunteers. Students reported that it helped them improve their overall health, physical activity, eating habits and screen-time patterns. We have demonstrated that the program can be feasibly delivered in primary schools, and that the program was efficacious in affecting positive changes in key health behaviours of participating children. However, further evaluation in larger and more diverse populations using a randomised controlled trial is warranted.

Workshop 4: Cognitive Assessment For Older People in Daily Clinical Practice – A Primer

The world faces a rapid population aging. Based on the World Health Organization (WHO) estimates, number of individuals older than 60 years is expected to double by 2030. With this demographic shift, non-communicable diseases are on the rise in the older population, especially neurocognitive disorders (NCD). Globally, 10 million new cases of dementia are detected every year according to the WHO (2019) data. Mild Cognitive Impairment (MCI) has an even greater prevalence of 15-20% with a conversion rate of 5-10% each year. NCD are not only progressive, but are associated with impairment of functioning, reduced autonomy, behavioral challenges, altered quality of life and caregiver burnout.In light of the same, brief, tailored and culturally sensitive cognitive assessments need to be an integral component of routine mental healthcare for older people. However, training and validation related to such rating scales are often lacking, there exists ambiguity in their interpretation and their use is limited to tertiary settings. Further, various challenges in their use such as effect of education, ceiling effects, linguistics and patient comfort are often not taken into account.With this background, the current interactive workshop will involve-Understanding the various domains of cognitive assessments in older people-Clinical nuances for early detection of cognitive deficits-Familiarity with the basic rating scales (screening and batteries) for assessing cognitive deficits in older adults-Bedside lobar assessments∗This workshop intends to make the participants comfortable and interested in using structured cognitive assessments and clinical evaluation of cognitive deficits as a routine component of their clinical care for older adults.

ChatGPT in Education: Empowering Educators through Methods for Recognition and Assessment

ChatGPT is widely used among students, a situation that challenges educators. The current paper presents two strategies that do not push educators into a defensive role but can empower them. Firstly, we show, based on statistical analysis, that ChatGPT use can be recognized from certain keywords such as ‘delves’ and ‘crucial’. This insight allows educators to detect ChatGPT-assisted work more effectively. Secondly, we illustrate that ChatGPT can be used to assess texts written by students. The latter topic was presented in two interactive workshops provided to educators and educational specialists. The results of the workshops, where prompts were tested live, indicated that ChatGPT, provided a targeted prompt is used, is good at recognizing errors in texts but not consistent in grading. Ethical and copyright concerns were raised as well in the workshops. In conclusion, the methods presented in this paper may help fortify the teaching methods of educators. The computer scripts that we used for live prompting are available and enable educators to give similar workshops.

Reviewer training for improving grant and journal peer review.

Funders and scientific journals use peer review to decide which projects to fund or articles to publish. Reviewer training is an intervention to improve the quality of peer review. However, studies on the effects of such training yield inconsistent results, and there are no up-to-date systematic reviews addressing this question. To evaluate the effect of peer reviewer training on the quality of grant and journal peer review. We used standard, extensive Cochrane search methods. The latest search date was 27 April 2022. We included randomized controlled trials (RCTs; including cluster-RCTs) that evaluated peer review with training interventions versus usual processes, no training interventions, or other interventions to improve the quality of peer review. We used standard Cochrane methods. Our primary outcomes were 1. completeness of reporting and 2. peer review detection of errors. Our secondary outcomes were 1. bibliometric scores, 2. stakeholders' assessment of peer review quality, 3. inter-reviewer agreement, 4. process-centred outcomes, 5. peer reviewer satisfaction, and 6. completion rate and speed of funded projects. We used the first version of the Cochrane risk of bias tool to assess the risk of bias, and we used GRADE to assess the certainty of evidence. We included 10 RCTs with a total of 1213 units of analysis. The unit of analysis was the individual reviewer in seven studies (722 reviewers in total), and the reviewed manuscript in three studies (491 manuscripts in total). In eight RCTs, participants were journal peer reviewers. In two studies, the participants were grant peer reviewers. The training interventions can be broadly divided into dialogue-based interventions (interactive workshop, face-to-face training, mentoring) and one-way communication (written information, video course, checklist, written feedback). Most studies were small. We found moderate-certainty evidence that emails reminding peer reviewers to check items of reporting checklists, compared with standard journal practice, have little or no effect on the completeness of reporting, measured as the proportion of items (from 0.00 to 1.00) that were adequately reported (mean difference (MD) 0.02, 95% confidence interval (CI) -0.02 to 0.06; 2 RCTs, 421 manuscripts). There was low-certainty evidence that reviewer training, compared with standard journal practice, slightly improves peer reviewer ability to detect errors (MD 0.55, 95% CI 0.20 to 0.90; 1 RCT, 418 reviewers). We found low-certainty evidence that reviewer training, compared with standard journal practice, has little or no effect on stakeholders' assessment of review quality in journal peer review (standardized mean difference (SMD) 0.13 standard deviations (SDs), 95% CI -0.07 to 0.33; 1 RCT, 418 reviewers), or change in stakeholders' assessment of review quality in journal peer review (SMD -0.15 SDs, 95% CI -0.39 to 0.10; 5 RCTs, 258 reviewers). We found very low-certainty evidence that a video course, compared with no video course, has little or no effect on inter-reviewer agreement in grant peer review (MD 0.14 points, 95% CI -0.07 to 0.35; 1 RCT, 75 reviewers). There was low-certainty evidence that structured individual feedback on scoring, compared with general information on scoring, has little or no effect on the change in inter-reviewer agreement in grant peer review (MD 0.18 points, 95% CI -0.14 to 0.50; 1 RCT, 41 reviewers, low-certainty evidence). Evidence from 10 RCTs suggests that training peer reviewers may lead to little or no improvement in the quality of peer review. There is a need for studies with more participants and a broader spectrum of valid and reliable outcome measures. Studies evaluating stakeholders' assessments of the quality of peer review should ensure that these instruments have sufficient levels of validity and reliability.

Tools for Addressing Microaggressions: An Interactive Workshop for Perioperative Trainees.

Graduate trainees from diverse backgrounds may experience discrimination, mistreatment, and microaggressions. While the ability to identify and respond to microaggressions is a much-needed skill for all emerging trainees, limited training workshops exist for residents, especially within perioperative medicine. To embody the principles of diversity, equity, inclusion, and anti-racism (DEIA), we aimed to empower trainees in the perioperative environment with several strategies for addressing microaggressions to bridge this training gap. Based on critical race theory, transformative learning, minority stress theory, and the structural theory of gender and power, this workshop was developed with the primary aim of educating trainees on microaggressions, amplifying the role of allyship, and providing tools to respond to microaggressions as an ally. We used a mixed methods approach to examine participants' pre/post self-evaluations of microaggression intervention tools and the overall effectiveness of the workshop. The postsurvey captured the experiences of 54 trainees, including 37 of 44 (84%) first-year clinical anesthesia residents and 14 of 24 (58%) surgery residents. The facilitator and course feedback was remarkably positive. Paired t test analyses on participants' pre- and postsurvey responses demonstrated a statistically significant increase in knowledge of microaggressions. This workshop also significantly increased learners' self-reported tools for responding to microaggressions. Overall, these promising findings suggest that the strategies presented in this workshop could be applied across other graduate medical education programs. Institutions may wish to customize workshop elements, such as the case scenarios, and the workshop can also be incorporated within a DEIA curriculum.