Evaluation of Digital Face Recognition Technology for Pain Assessment in Young Children

A systematic literature review on initiatives to involve children and adolescents in evaluating their hospitalization experience

BACKGROUND

Despite patient experience being an important topic in healthcare management, most research does not concentrate on initiatives targeted to patients experiencing vulnerabilities, for whom it is challenging to contribute to the processes of feedback collection. In healthcare, children and adolescents can be considered a group of patients experiencing vulnerability, particularly during a sensitive time such as hospitalization. The aim is to provide an overview of the research on patient experience collection initiatives used by healthcare service providers to facilitate children and adolescents' involvement in the evaluation of their hospitalisation experience. The study attempts to determine if these approaches exist, how they are structured, and what impact they have on services.

METHODS

This research is based on a systematic literature review. We identified 1498 articles through Scopus, ISI Web of Science, and PubMed. To guarantee transparency and replicability, we adhered to the PRISMA guidelines. The analysis focused on the main elements of the approaches used by the different providers to involve children and adolescents in the evaluation of their hospitalization experience, including the characteristics of patients targeted by the feedback collection initiatives, the methods and tools implemented by healthcare providers, the different dimensions of patient experience on which feedback is requested, the co-design of the initiative, quality and performance implications.

RESULTS

Fifty-eight articles were included in the final review. Patient feedback was mostly collected using qualitative tools, which seem more likely to be child-friendly. Quantitative methodologies were shown to be more suitable for standardised and systematic patient experience feedback collection initiatives. The findings indicate a scarcity of innovative tools and gamified techniques, which in turn suggests new potential areas of research by combining qualitative and quantitative methods. Feedback from paediatric patients was collected regarding different aspects of the patient experience. Physical environment and pain management emerge as crucial aspects of the patient experience with hospitalisation, despite the intensive relational service. There is a germinal trend for co-design. Most of the analysed papers only discuss future and potential quality and performance implications of the patient experience feedback collection initiative, opening to questions on its actual impact on outcomes. Mostly sporadic experiences are reported, rather than systematic initiatives of feedback collection.

CONCLUSIONS

This study contributes to systematising the topic of children and adolescents' involvement in evaluating their hospitalisation experience. The findings provide insights regarding the approaches service providers can take to encourage vulnerable patients' direct participation in the evaluation of healthcare services and inform directions for future research.

Assessment of Cognitive Student Engagement Using Heart Rate Data in Distance Learning during COVID-19

Student engagement allows educational institutions to make better decisions regarding teaching methodologies, methods for evaluating the quality of education, and ways to provide timely feedback. Due to the COVID-19 pandemic, identifying cognitive student engagement in distance learning has been a challenge in higher education institutions. In this study, we implemented a non-self-report method assessing students’ heart rate data to identify the cognitive engagement during active learning activities. Additionally, as a supplementary tool, we applied a previously validated self-report method. This study was performed in distance learning lessons on a group of university students in Bogota, Colombia. After data analysis, we validated five hypotheses and compared the results from both methods. The results confirmed that the heart rate assessment had a statistically significant difference with respect to the baseline during active learning activities, and this variance could be positive or negative. In addition, the results show that if students are previously advised that they will have to develop an a new task after a passive learning activity (such as a video projection), their heart rate will tend to increase and consequently, their cognitive engagement will also increase. We expect this study to provide input for future research assessing student cognitive engagement using physiological parameters as a tool.