Family concerns in organ donor conversations: a qualitative embedded multiple-case study.

Background: Listening and responding to family concerns in organ and tissue donation is generally considered important, but has never been researched in real time. We aimed to explore in real time, (a) which family concerns emerge in the donation process, (b) how these concerns manifest during and after the donor conversation, and (c) how clinicians respond to the concerns during the donor conversation.

Methods: A qualitative embedded multiple-case study in eight Dutch hospitals was conducted.

How simulated patients contribute to student learning in an authentic way, an interview study.

Introduction: Simulated patients (SPs) play an instrumental role in teaching communication skills and enhancing learning outcomes. Prior research mostly focused on the SP's contribution to students' learning outcomes by providing feedback afterwards. A detailed understanding of the contribution of the SP during SP-student encounters is currently lacking although the majority of the interaction between SPs and students occurs during the SP-student encounter.

How clinicians discuss patients' donor registrations of consent and presumed consent in donor conversations in an opt-out system: a qualitative embedded multiple-case study.

Background: The Netherlands introduced an opt-out donor system in 2020. While the default in (presumed) consent cases is donation, family involvement adds a crucial layer of influence when applying this default in clinical practice. We explored how clinicians discuss patients' donor registrations of (presumed) consent in donor conversations in the first years of the opt-out system.

The contribution of simulated patients to meaningful student learning.

Introduction: Communication training with simulated patients (SPs) is widely accepted as a valuable and effective means of teaching communication skills. However, it is unclear which elements within SP-student encounters make these learning experiences meaningful. This study focuses on the SP's role during meaningful learning of the student by giving an in-depth understanding of the contribution of the SP from a student perspective.

Where medical education meets artificial intelligence: 'Does technology care?'.

'COLD' TECHNOLOGIES AND 'WARM' HANDS-ON MEDICINE NEED TO WALK HAND-IN-HAND: Technologies, such as deep learning artificial intelligence (AI), promise benign solutions to thorny, complex problems; but this view is misguided. Though AI has revolutionised aspects of technical medicine, it has brought in its wake practical, conceptual, pedagogical and ethical conundrums. For example, widespread adoption of technologies threatens to shift emphasis from 'hands-on' embodied clinical work to disembodied 'technology enhanced' fuzzy scenarios muddying ethical responsibilities.

Effects of a Cognitively Demanding Aerobic Intervention During Recess on Children's Physical Fitness and Executive Functioning.

The objective of this study was to analyze the effects of a physical activity program including both aerobic exercise and cognitively engaging physical activities on children's physical fitness and executive functions. Children from 3 primary schools (aged 8-12 years) were recruited. A quasi-experimental design was used.

Associations between daily physical activity and executive functioning in primary school-aged children.

Objectives: While there is some evidence that aerobic fitness is positively associated with executive functioning in children, evidence for a relation between children's daily physical activity and their executive functioning is limited. The objective was to examine associations between objectively measured daily physical activity (total volume, sedentary behavior, moderate to vigorous physical activity) and executive functioning in children.

Design: Cross-sectional.

Relationship between physical activity and physical fitness in school-aged children with developmental language disorders.

Children with developmental language disorders (DLD) often experience difficulty in understanding and engaging in interactive behavior with other children, which may lead to reduced daily physical activity and fitness levels. The present study evaluated the physical activity and physical fitness levels of 8-11 year old children with DLD (n = 27) and compared this to typically developing (TD) age and gender matched controls (n = 27). In addition, it was investigated whether interrelationships existed between physical activity and physical fitness in children with DLD and in TD children.

Mental health treatment provided by primary care psychologists in The Netherlands.

Objective: The study examined outcomes of clients treated by primary care psychologists in 2010 in the Netherlands.

Methods: Data for 55,067 clients treated by 613 primary care psychologists were analyzed for three outcomes: regular conclusion of treatment, improvement of >10 points on the Global Assessment of Functioning (GAF), and treatment conclusion in eight or fewer sessions. Logistic regression analyses examined relationships between client characteristics and outcome.