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  • 1
    In: Psychogeriatrics, Wiley, Vol. 22, No. 5 ( 2022-09), p. 707-717
    Abstract: Timely recognition and treatment of neuropsychiatric symptoms (NPS) in Alzheimer's disease (AD) dementia may improve quality of life, reduce caregiver burden, and delay disease progression. However, management of NPS in early AD dementia remains challenging. To date, little is known about the specific challenges for memory clinic‐based physicians. The aims of this qualitative study were to obtain insights regarding the recognition and treatment of NPS in AD dementia in the memory clinic, to identify challenges experienced by physicians while managing NPS, and to examine the attitudes of memory clinic physicians on the role of the memory clinic in the care for NPS in early AD dementia. Methods Semi‐structured interviews were conducted with 13 physicians working at a memory clinic in the Netherlands ( n  = 7 neurologist, n  = 6 geriatrician, 46% female). The data were analyzed by two independent researchers using thematic analysis. Results We observed large variation among Dutch memory clinic physicians regarding care practices, expertise, and attitudes on the role of the memory clinic considering NPS in AD dementia. The most prominent challenges that memory clinic physicians experienced while managing NPS included that the outpatient setting complicates the recognition and treatment of NPS, a lack of experience, knowledge, and/or resources to adequately apply non‐pharmacological interventions, and a lack of consensus among physicians on the role of the memory clinic in NPS recognition and management. Conclusions We identified challenges that need to be addressed to improve the early recognition and adequate management of NPS in AD dementia at the memory clinic.
    Type of Medium: Online Resource
    ISSN: 1346-3500 , 1479-8301
    URL: Issue
    Language: English
    Publisher: Wiley
    Publication Date: 2022
    detail.hit.zdb_id: 2110287-9
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  • 2
    Online Resource
    Online Resource
    International Association of Online Engineering (IAOE) ; 2019
    In:  International Journal of Emerging Technologies in Learning (iJET) Vol. 14, No. 14 ( 2019-07-24), p. 19-
    In: International Journal of Emerging Technologies in Learning (iJET), International Association of Online Engineering (IAOE), Vol. 14, No. 14 ( 2019-07-24), p. 19-
    Abstract: The multi-agent systems (MAS) are a part of artificial intelligence (AI), they have emerged today in the development of major e-learning platforms. Their integration has given new impetus to learning environments by the possibility of integrating new parameters (psychological, pedagogical, ergonomic…) favoring a better adaptation to the learner. In addition, the multiagent approach offers the possibility to design flexible solutions based on a set of agents which are in continuous communication to accomplish the tasks entrusted to them. In this paper, we propose a model of pedagogical support based on a coupling of ontology and multi-agent systems for a synergy of their forces and the important contribution they can make to improve the learning-teaching process. Previous work has been the subject of theoretical foundation related to competency evaluation, and development of an ontology and an algorithm for evaluating competency. As a continuity, we present the design of Multiagent Pedagogical Support System (MaPSS) and the different scenarios of its utilization.
    Type of Medium: Online Resource
    ISSN: 1863-0383
    Language: Unknown
    Publisher: International Association of Online Engineering (IAOE)
    Publication Date: 2019
    detail.hit.zdb_id: 2244179-7
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  • 3
    Online Resource
    Online Resource
    International Association of Online Engineering (IAOE) ; 2019
    In:  International Journal of Emerging Technologies in Learning (iJET) Vol. 14, No. 07 ( 2019-04-11), p. 226-
    In: International Journal of Emerging Technologies in Learning (iJET), International Association of Online Engineering (IAOE), Vol. 14, No. 07 ( 2019-04-11), p. 226-
    Abstract: Adaptive Educational systems (AES) does not necessarily lead to a better learning. Several kinds of research reveal that the problem is due to, on the one hand, the accent is put mainly on the technological tools to the detriment of the pedagogical aspect. On the other hand, there is a lack of the importance given to the assessment which is an integral part of the learning-teaching process and the professional act of primary importance which gives the decisions and the consequences that result from it. In this paper, we propose a solution for the diagnostic evaluation based on competency approach especially on the pedagogy of integration. The proposed solution allows getting information about the available learners’ knowledge level by presenting an assessment based on the common definition given to competencies by the majority of the authors of the domain. İn this context, the assessment process proposed is presented on two steps: the first step, we evaluate resources related to the competence to verify their acquisition degree and to remediate if necessary, the second step will evaluate the capacity of leaner to mobilize those resources in order to apprehend a situation and respond to it in a more or less relevant way. This research aims to present a new vision in the context of the assessment into adaptive educational systems.
    Type of Medium: Online Resource
    ISSN: 1863-0383
    Language: Unknown
    Publisher: International Association of Online Engineering (IAOE)
    Publication Date: 2019
    detail.hit.zdb_id: 2244179-7
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  • 4
    Online Resource
    Online Resource
    International Association of Online Engineering (IAOE) ; 2019
    In:  International Journal of Emerging Technologies in Learning (iJET) Vol. 14, No. 21 ( 2019-11-18), p. 61-
    In: International Journal of Emerging Technologies in Learning (iJET), International Association of Online Engineering (IAOE), Vol. 14, No. 21 ( 2019-11-18), p. 61-
    Abstract: In this paper, the authors have experimented the MaPSS (Multiagent pedagogical support system) which is an adaptive architecture based on ontologies and multi-agent systems for the presentation of the pedagogical support in its principal tasks: assessment of the knowledge, analyze of results and adapt remediation. In previous works, the authors have designed an ontology to present the relationship between the test questions and the concepts to evaluate and between those concepts and their remedial activities contents. Also, they have presented the operation of each agent (IT or human) of the system and the principle of collaboration between them. The experience consists on the use of an implemented prototype of MaPSS to support learners of Moroccan qualified secondary school in the domain of algorithmic and programming, and the impact of its use on the improving cognitive decision making to adapt learning.
    Type of Medium: Online Resource
    ISSN: 1863-0383
    Language: Unknown
    Publisher: International Association of Online Engineering (IAOE)
    Publication Date: 2019
    detail.hit.zdb_id: 2244179-7
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  • 5
    Online Resource
    Online Resource
    International Association of Online Engineering (IAOE) ; 2019
    In:  International Journal of Emerging Technologies in Learning (iJET) Vol. 14, No. 17 ( 2019-09-16), p. 133-
    In: International Journal of Emerging Technologies in Learning (iJET), International Association of Online Engineering (IAOE), Vol. 14, No. 17 ( 2019-09-16), p. 133-
    Abstract: The purpose of this paper is to focus on the activity of assessment that takes a decisive place in the learning process and discuss the importance of this action for each participant of the process. After that, authors profile the desirable characteristics of an adaptive system and describe the importance of the assessment activity, the extent of its impact on the cognitive decision-making and the adaptation of learning within such systems. Later they present a model of e-assessment for an educational adaptive system, that can accept objects developed under open standards, by exploiting technology in the benefit of the pedagogy.
    Type of Medium: Online Resource
    ISSN: 1863-0383
    Language: Unknown
    Publisher: International Association of Online Engineering (IAOE)
    Publication Date: 2019
    detail.hit.zdb_id: 2244179-7
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  • 6
    In: Journal of Alzheimer's Disease, IOS Press, Vol. 93, No. 4 ( 2023-06-13), p. 1407-1423
    Abstract: Background: Neuropsychiatric symptoms (NPS) are highly prevalent in Alzheimer’s disease (AD) and are associated with negative outcomes. However, NPS are currently underrecognized at the memory clinic and non-pharmacological interventions are scarcely implemented. Objective: To evaluate the effectiveness of the Describe, Investigate, Create, Evaluate (DICE) method™ to improve the care for NPS in AD at the memory clinic. Methods: We enrolled sixty community-dwelling people with mild cognitive impairment or AD dementia and NPS across six Dutch memory clinics with their caregivers. The first wave underwent care as usual (n = 36) and the second wave underwent the DICE method (n = 24). Outcomes were quality of life (QoL), caregiver burden, NPS severity, NPS-related distress, competence managing NPS, and psychotropic drug use. Reliable change index was calculated to identify responders to the intervention. A cost-effectiveness analysis was performed and semi-structured interviews with a subsample of the intervention group (n = 12). Results: The DICE method did not improve any outcomes over time compared to care as usual. Half of the participants of the intervention group (52%) were identified as responders and showed more NPS and NPS-related distress at baseline compared to non-responders. Interviews revealed substantial heterogeneity among participants regarding NPS-related distress, caregiver burden, and availability of social support. The intervention did not lead to significant gains in quality-adjusted life years and well-being years nor clear savings in health care and societal costs. Conclusion: The DICE method showed no benefits at group-level, but individuals with high levels of NPS and NPS-related distress may benefit from this intervention.
    Type of Medium: Online Resource
    ISSN: 1387-2877 , 1875-8908
    Language: Unknown
    Publisher: IOS Press
    Publication Date: 2023
    detail.hit.zdb_id: 2070772-1
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