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Diagnostics (Basel, Switzerland) Sep 2022Cognitive dysfunctions represent a core feature of schizophrenia-spectrum disorders due to their presence throughout different illness stages and their impact on... (Review)
Review
Cognitive dysfunctions represent a core feature of schizophrenia-spectrum disorders due to their presence throughout different illness stages and their impact on functioning. Abnormalities in electrophysiology (EEG) measures are highly related to these impairments, but the use of EEG indices in clinical practice is still limited. A systematic review of articles using Pubmed, Scopus and PsychINFO was undertaken in November 2021 to provide an overview of the relationships between EEG indices and cognitive impairment in schizophrenia-spectrum disorders. Out of 2433 screened records, 135 studies were included in a qualitative review. Although the results were heterogeneous, some significant correlations were identified. In particular, abnormalities in alpha, theta and gamma activity, as well as in MMN and P300, were associated with impairments in cognitive domains such as attention, working memory, visual and verbal learning and executive functioning during at-risk mental states, early and chronic stages of schizophrenia-spectrum disorders. The review suggests that machine learning approaches together with a careful selection of validated EEG and cognitive indices and characterization of clinical phenotypes might contribute to increase the use of EEG-based measures in clinical settings.
PubMed: 36140594
DOI: 10.3390/diagnostics12092193 -
International Journal of Environmental... Aug 2022Observational learning is an effective pedagogical approach that can influence students' motor skill development at every level of physical education (PE). This study... (Review)
Review
Observational learning is an effective pedagogical approach that can influence students' motor skill development at every level of physical education (PE). This study aimed to systematically summarize the evidence on observational learning for motor skill learning in PE and to generalize the evidence on the effect of model formats and verbal cues during observational learning. An electronic search of eight databases was conducted. Eighteen studies were included and their methodological quality was assessed using the Physiotherapy Evidence Database Scale. Best evidence synthesis (BES) was used to assess levels of evidence. Strong evidence supported the effect of observational learning on students' motor skill learning compared to students who did not participate in observational learning. Moderate evidence suggested that there is no significant difference in the effectiveness of observing an expert model compared to a self-model. Conflicting evidence was identified for the effect of the presence of verbal cues compared to the absence of verbal cues during observational learning. The results suggest that observational learning is useful for students' motor skill learning in PE. Given the influences of potential factors, we recommend that future studies investigate how observational learning interacts with verbal cues on students' motor skill learning.
Topics: Clinical Competence; Humans; Learning; Motor Skills; Physical Education and Training; Students
PubMed: 36011744
DOI: 10.3390/ijerph191610109 -
Healthcare (Basel, Switzerland) Aug 2022Music-based intervention has been used as first-line non-pharmacological treatment to improve cognitive function for people with mild cognitive impairment (MCI) or... (Review)
Review
The Effect of Music-Based Intervention on General Cognitive and Executive Functions, and Episodic Memory in People with Mild Cognitive Impairment and Dementia: A Systematic Review and Meta-Analysis of Recent Randomized Controlled Trials.
BACKGROUND
Music-based intervention has been used as first-line non-pharmacological treatment to improve cognitive function for people with mild cognitive impairment (MCI) or dementia in clinical practice. However, evidence regarding the effect of music-based intervention on general cognitive function as well as subdomains of cognitive functions in these individuals is scarce.
OBJECTIVE
To evaluate the efficacy of music-based interventions on a wide range of cognitive functions in people with MCI or dementia.
METHOD
We searched the effect of various music therapies using randomized controlled trials on cognitive function using several databases. Studies based on any type of dementia or MCI were combined. The effects of music-based intervention on each cognitive function were pooled by meta-analysis.
RESULTS
A total of 19 studies involving = 1024 participants (mean age ranged from 60 to 87 years old) were included. We found statistically significant improvements in MMSE (general cognitive function), the Frontal Assessment Battery (executive function), and the Auditory Verbal Learning Test (episodic memory).
CONCLUSIONS
This study provides positive evidence to support music-based interventions for improving a wide range of cognitive functions in older adults with MCI and dementia. Therefore, we recommend increased use of music in people's homes, day care centers and nursing homes. This study was registered with PROSPERO, number 250383.
PubMed: 36011119
DOI: 10.3390/healthcare10081462 -
PloS One 2022This systematic review investigates the effectiveness of instructions and feedback with external focus applied with reduced frequency, self-controlled timing and/or in...
AIM
This systematic review investigates the effectiveness of instructions and feedback with external focus applied with reduced frequency, self-controlled timing and/or in visual or auditory form, on the performance of functional gross motor tasks in children aged 2 to 18 with typical or atypical development.
METHODS
Four databases (PubMed, Web of Science, Scopus, Embase) were systematically searched (last updated May 31st 2021). Inclusion criteria were: 1. children aged 2 to 18 years old; 2. Instructions/feedback with external focus applied with reduced frequency, self-controlled timing, and/or visual or auditory form as intervention, to learn functional gross motor tasks; 3. Instructions/feedback with external focus applied with continuous frequency, instructor-controlled timing, and/or verbal form as control; 4. performance measure as outcome; 5. (randomized) controlled studies. Article selection and risk of bias assessment (with the Cochrane risk of bias tools) was conducted by two reviewers independently. Due to heterogeneity in study characteristics and incompleteness of the reported data, a best-evidence synthesis was performed.
RESULTS
Thirteen studies of low methodological quality were included, investigating effectiveness of reduced frequencies (n = 8), self-controlled timing (n = 5) and visual form (n = 1) on motor performance of inexperienced typically (n = 348) and atypically (n = 195) developing children, for acquisition, retention and/or transfer. For accuracy, conflicting or no evidence was found for most comparisons, at most time points. However, there was moderate evidence that self-controlled feedback was most effective for retention, and limited evidence that visual analogy was most effective for retention and transfer. To improve quality of movement, there was limited evidence that continuous frequency was most effective for retention and transfer.
CONCLUSION
More methodologically sound studies are needed to draw conclusions about the preferred frequency, timing or form. However, we cautiously advise considering self-controlled feedback, visual instructions, and continuous frequency.
TRIAL REGISTRATION
Registration: Prospero CRD42021225723. https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42021225723.
Topics: Adolescent; Child; Child, Preschool; Feedback; Humans; Learning
PubMed: 36007080
DOI: 10.1371/journal.pone.0264873 -
BMC Health Services Research Jul 2022The prevailing patient safety strategies in suicide prevention are suicide risk assessments and retrospective reviews, with emphasis on minimising risk and preventing...
BACKGROUND
The prevailing patient safety strategies in suicide prevention are suicide risk assessments and retrospective reviews, with emphasis on minimising risk and preventing adverse events. Resilient healthcare focuses on how everyday clinical practice succeeds and emphasises learning from practice, not from adverse events. Yet, little is known about resilient practices for suicidal inpatients. The aim of the study is to draw upon the perspectives of patients and healthcare professionals to inform the conceptual development of resilient practices in inpatient suicide prevention.
METHODS
A narrative synthesis was conducted of findings across patients and healthcare professionals derived from a qualitative case study based on interviews with patients and healthcare professionals in addition to a systematic literature review.
RESULTS
Three sub-themes categorise resilient practices for healthcare professionals and for patients hospitalised with suicidal behaviour: 1) interactions capturing non-verbal cues; 2) protection through dignity and watchfulness; and 3) personalised approaches to alleviate emotional pressure. The main theme, the establishment of relationships of trust in resilient practices for patients in suicidal crisis, is the foundation of their communication and caring.
CONCLUSION
Clinical practice for patients hospitalised with suicidal behaviour has characteristics of complex adaptive systems in terms of dynamic interactions, decision-making under uncertainty, tensions between goals solved through trade-offs, and adaptations to patient variability and interpersonal needs. To improve the safety of patients hospitalised with suicidal behaviour, variability in clinical practice should be embraced.
TRIAL REGISTRATION
https://doi.org/10.1136/bmjopen-2016-012874.
Topics: Humans; Inpatients; Qualitative Research; Retrospective Studies; Suicidal Ideation; Suicide; Suicide Prevention
PubMed: 35906685
DOI: 10.1186/s12913-022-08282-x -
La Tunisie MedicaleSimulation is one of the educational tools that can be used in the learning process to help with smoking cessation.
BACKGROUND
Simulation is one of the educational tools that can be used in the learning process to help with smoking cessation.
AIM
To synthesize all the publications studying the contribution of simulation as an educational tool in the acquisition of skills to help with smoking cessation.
METHODS
We performed a systematic review of the Francophone and Anglophone literature over the past 24 years (1997 to 2020) using the PubMed, Science Direct and Cochrane Library databases.
RESULTS
A total of 14 articles were included. The most used methods were thestandardized patient, role play and video projection with discussion. The simulation hasnot only proved its effectiveness in terms of acquiring knowledge and self-confidencein the management of the smoking patient in the short term, but also in the acquisition of verbal and non-verbal skills in the long term.
CONCLUSION
This review highlighted the interest of simulation as an educational tool to acquire skills to help with smoking cessation regardless of the method used.
Topics: Clinical Competence; Delivery of Health Care; Humans; Learning; Smoking Cessation; Students
PubMed: 35852243
DOI: No ID Found -
International Journal of Telemedicine... 2022Autism spectrum disorder (ASD) is a complex neurobehavioral condition that begins in childhood and continues throughout life, affecting communication and verbal and... (Review)
Review
Diagnosis-Based Hybridization of Multimedical Tests and Sociodemographic Characteristics of Autism Spectrum Disorder Using Artificial Intelligence and Machine Learning Techniques: A Systematic Review.
Autism spectrum disorder (ASD) is a complex neurobehavioral condition that begins in childhood and continues throughout life, affecting communication and verbal and behavioral skills. It is challenging to discover autism in the early stages of life, which prompted researchers to intensify efforts to reach the best solutions to treat this challenge by introducing artificial intelligence (AI) techniques and machine learning (ML) algorithms, which played an essential role in greatly assisting the medical and healthcare staff and trying to obtain the highest predictive results for autism spectrum disorder. This study is aimed at systematically reviewing the literature related to the criteria, including multimedical tests and sociodemographic characteristics in AI techniques and ML contributions. Accordingly, this study checked the Web of Science (WoS), Science Direct (SD), IEEE Xplore digital library, and Scopus databases. A set of 944 articles from 2017 to 2021 is collected to reveal a clear picture and better understand all the academic literature through a definitive collection of 40 articles based on our inclusion and exclusion criteria. The selected articles were divided based on similarity, objective, and aim evidence across studies. They are divided into two main categories: the first category is "diagnosis of ASD based on questionnaires and sociodemographic features" ( = 39). This category contains a subsection that consists of three categories: (a) early diagnosis of ASD towards analysis, (b) diagnosis of ASD towards prediction, and (c) diagnosis of ASD based on resampling techniques. The second category consists of "diagnosis ASD based on medical and family characteristic features" ( = 1). This multidisciplinary systematic review revealed the taxonomy, motivations, recommendations, and challenges of diagnosis ASD research in utilizing AI techniques and ML algorithms that need synergistic attention. Thus, this systematic review performs a comprehensive science mapping analysis and identifies the open issues that help accomplish the recommended solution of diagnosis ASD research. Finally, this study critically reviews the literature and attempts to address the diagnosis ASD research gaps in knowledge and highlights the available ASD datasets, AI techniques and ML algorithms, and the feature selection methods that have been collected from the final set of articles.
PubMed: 35814280
DOI: 10.1155/2022/3551528 -
Frontiers in Artificial Intelligence 2022Virtual learning environments often use virtual characters to facilitate and improve the learning process. These characters, known as pedagogical agents, can take on...
Virtual learning environments often use virtual characters to facilitate and improve the learning process. These characters, known as pedagogical agents, can take on different roles, such as tutors or companions. Research has highlighted the importance of various characteristics of virtual agents, including their voice or non-verbal behaviors. Little attention has been paid to the gender-specific design of pedagogical agents, although gender has an important influence on the educational process. In this article, we perform an extensive review of the literature regarding the impact of the gender of pedagogical agents on academic outcomes. Based on a detailed review of 59 articles, we analyze the influence of pedagogical agents' gender on students' academic self-evaluations and achievements to answer the following questions: (1) Do students perceive virtual agents differently depending on their own gender and the gender of the agent? (2) Does the gender of pedagogical agents influence students' academic performance and self-evaluations? (3) Are there tasks or academic situations to which a male virtual agent is better suited than a female virtual agent, and vice versa, according to empirical evidence? (4) How do a virtual agent's pedagogical roles impact these results? (5) How do a virtual agent's appearance and interactive capacities impact these results? (6) Are androgynous virtual agents a potential solution to combatting gender stereotypes? This review provides important insight to researchers on how to approach gender when designing pedagogical agents in virtual learning environments.
PubMed: 35795011
DOI: 10.3389/frai.2022.862997 -
Neuroscience and Biobehavioral Reviews Aug 2022The serotonergic system is involved in diverse cognitive functions including memory. Of particular importance to daily life are declarative memories that contain... (Review)
Review
The serotonergic system is involved in diverse cognitive functions including memory. Of particular importance to daily life are declarative memories that contain information about personal experiences, general facts, and events. Several psychiatric or neurological diseases, such as depression, attention-deficit-hyperactivity disorder (ADHD), and dementia, show alterations in serotonergic signalling and attendant memory disorders. Nevertheless, understanding serotonergic neurotransmission and its influence on memory remained a challenge until today. In this systematic review, we summarize recent psychopharmacological studies in animals and humans from a psychological memory perspective, in consideration of task-specific requirements. This approach has the advantage that comparisons between serotonin (5-HT)-related neurochemical mechanisms and manipulations are each addressing specific mnemonic circuits. We conclude that applications of the same 5-HT-related treatments can differentially affect unrelated tasks of declarative memories. Moreover, the analysis of specific mnemonic phases (e.g., encoding vs. consolidation) reveals opposing impacts of increased or decreased 5-HT tones, with low 5-HT supporting spatial encoding but impairing the consolidation of objects and verbal memories. Promising targets for protein synthesis-dependent consolidation enhancements include 5-HT receptor agonists and 5-HT receptor antagonists, with the latter being of special interest for the treatment of age-related decline. Further implications are pointed out as base for the development of novel therapeutic targets for memory impairment of neuropsychiatric disorders.
Topics: Animals; Attention Deficit Disorder with Hyperactivity; Cognition; Humans; Memory; Memory Disorders; Serotonin
PubMed: 35691469
DOI: 10.1016/j.neubiorev.2022.104729 -
The Cochrane Database of Systematic... May 2022Social interaction and social communication are among the central areas of difficulty for autistic people. Music therapy uses music experiences and the relationships... (Review)
Review
BACKGROUND
Social interaction and social communication are among the central areas of difficulty for autistic people. Music therapy uses music experiences and the relationships that develop through them to enable communication and expression, thus attempting to address some of the core problems of autistic people. Music therapy has been applied in autism since the early 1950s, but its availability to autistic individuals varies across countries and settings. The application of music therapy requires specialised academic and clinical training which enables therapists to tailor the intervention to the specific needs of the individual. The present version of this review on music therapy for autistic people is an update of the previous Cochrane review update published in 2014 (following the original Cochrane review published in 2006).
OBJECTIVES
To review the effects of music therapy, or music therapy added to standard care, for autistic people.
SEARCH METHODS
In August 2021, we searched CENTRAL, MEDLINE, Embase, eleven other databases and two trials registers. We also ran citation searches, checked reference lists, and contacted study authors to identify additional studies.
SELECTION CRITERIA
All randomised controlled trials (RCTs), quasi-randomised trials and controlled clinical trials comparing music therapy (or music therapy alongside standard care) to 'placebo' therapy, no treatment, or standard care for people with a diagnosis of autism spectrum disorder were considered for inclusion.
DATA COLLECTION AND ANALYSIS
We used standard Cochrane methodological procedures. Four authors independently selected studies and extracted data from all included studies. We synthesised the results of included studies in meta-analyses. Four authors independently assessed risk of bias (RoB) of each included study using the original RoB tool as well as the certainty of evidence using GRADE. MAIN RESULTS: We included 16 new studies in this update which brought the total number of included studies to 26 (1165 participants). These studies examined the short- and medium-term effect of music therapy (intervention duration: three days to eight months) for autistic people in individual or group settings. More than half of the studies were conducted in North America or Asia. Twenty-one studies included children aged from two to 12 years. Five studies included children and adolescents, and/or young adults. Severity levels, language skills, and cognition were widely variable across studies. Measured immediately post-intervention, music therapy compared with 'placebo' therapy or standard care was more likely to positively effect global improvement (risk ratio (RR) 1.22, 95% confidence interval (CI) 1.06 to 1.40; 8 studies, 583 participants; moderate-certainty evidence; number needed to treat for an additional beneficial outcome (NNTB) = 11 for low-risk population, 95% CI 6 to 39; NNTB = 6 for high-risk population, 95% CI 3 to 21) and to slightly increase quality of life (SMD 0.28, 95% CI 0.06 to 0.49; 3 RCTs, 340 participants; moderate-certainty evidence, small to medium effect size). In addition, music therapy probably results in a large reduction in total autism symptom severity (SMD -0.83, 95% CI -1.41 to -0.24; 9 studies, 575 participants; moderate-certainty evidence). No clear evidence of a difference between music therapy and comparison groups at immediately post-intervention was found for social interaction (SMD 0.26, 95% CI -0.05 to 0.57, 12 studies, 603 participants; low-certainty evidence); non-verbal communication (SMD 0.26, 95% CI -0.03 to 0.55; 7 RCTs, 192 participants; low-certainty evidence); and verbal communication (SMD 0.30, 95% CI -0.18 to 0.78; 8 studies, 276 participants; very low-certainty evidence). Two studies investigated adverse events with one (36 participants) reporting no adverse events; the other study found no differences between music therapy and standard care immediately post-intervention (RR 1.52, 95% CI 0.39 to 5.94; 1 study, 290 participants; moderate-certainty evidence). AUTHORS' CONCLUSIONS: The findings of this updated review provide evidence that music therapy is probably associated with an increased chance of global improvement for autistic people, likely helps them to improve total autism severity and quality of life, and probably does not increase adverse events immediately after the intervention. The certainty of the evidence was rated as 'moderate' for these four outcomes, meaning that we are moderately confident in the effect estimate. No clear evidence of a difference was found for social interaction, non-verbal communication, and verbal communication measured immediately post-intervention. For these outcomes, the certainty of the evidence was rated as 'low' or 'very low', meaning that the true effect may be substantially different from these results. Compared with earlier versions of this review, the new studies included in this update helped to increase the certainty and applicability of this review's findings through larger sample sizes, extended age groups, longer periods of intervention and inclusion of follow-up assessments, and by predominantly using validated scales measuring generalised behaviour (i.e. behaviour outside of the therapy context). This new evidence is important for autistic individuals and their families as well as for policymakers, service providers and clinicians, to help in decisions around the types and amount of intervention that should be provided and in the planning of resources. The applicability of the findings is still limited to the age groups included in the studies, and no direct conclusions can be drawn about music therapy in autistic individuals above the young adult age. More research using rigorous designs, relevant outcome measures, and longer-term follow-up periods is needed to corroborate these findings and to examine whether the effects of music therapy are enduring.
Topics: Adolescent; Autistic Disorder; Bias; Child; Humans; Music Therapy; Odds Ratio; Quality of Life
PubMed: 35532041
DOI: 10.1002/14651858.CD004381.pub4