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- von Tottleben, Malte, et al.
(author)
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An Integrated Care Platform System (C3-Cloud) for Care Planning, Decision Support, and Empowerment of Patients With Multimorbidity: Protocol for a Technology Trial
- 2022
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In: JMIR Research Protocols. - : JMIR Publications. - 1929-0748. ; 11:7
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Journal article (peer-reviewed)abstract
- Background: There is an increasing need to organize the care around the patient and not the disease, while considering the complex realities of multiple physical and psychosocial conditions, and polypharmacy. Integrated patient-centered care delivery platforms have been developed for both patients and clinicians. These platforms could provide a promising way to achieve a collaborative environment that improves the provision of integrated care for patients via enhanced information and communication technology solutions for semiautomated clinical decision support.Objective: The Collaborative Care and Cure Cloud project (C3-Cloud) has developed 2 collaborative computer platforms for patients and members of the multidisciplinary team (MDT) and deployed these in 3 different European settings. The objective of this study is to pilot test the platforms and evaluate their impact on patients with 2 or more chronic conditions (diabetes mellitus type 2, heart failure, kidney failure, depression), their informal caregivers, health care professionals, and, to some extent, health care systems.Methods: This paper describes the protocol for conducting an evaluation of user experience, acceptability, and usefulness of the platforms. For this, 2 “testing and evaluation” phases have been defined, involving multiple qualitative methods (focus groups and surveys) and advanced impact modeling (predictive modeling and cost-benefit analysis). Patients and health care professionals were identified and recruited from 3 partnering regions in Spain, Sweden, and the United Kingdom via electronic health record screening.Results: The technology trial in this 4-year funded project (2016-2020) concluded in April 2020. The pilot technology trial for evaluation phases 3 and 4 was launched in November 2019 and carried out until April 2020. Data collection for these phases is completed with promising results on platform acceptance and socioeconomic impact. We believe that the phased, iterative approach taken is useful as it involves relevant stakeholders at crucial stages in the platform development and allows for a sound user acceptance assessment of the final product.Conclusions: Patients with multiple chronic conditions often experience shortcomings in the care they receive. It is hoped that personalized care plan platforms for patients and collaboration platforms for members of MDTs can help tackle the specific challenges of clinical guideline reconciliation for patients with multimorbidity and improve the management of polypharmacy. The initial evaluative phases have indicated promising results of platform usability. Results of phases 3 and 4 were methodologically useful, yet limited due to the COVID-19 pandemic.
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| 3. |
- Apelgren, Britt Marie, 1956, et al.
(author)
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Introduction: Language Matters in Higher Education
- 2022
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In: Language matters in Higher Education Contexts: Policy and Practice. - Leiden, The Netherlands : Brill. - 2542-8721. - 9789004507920 ; , s. 1-15
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Book chapter (peer-reviewed)abstract
- The introductory chapter is designed to set the scene for the different contributing chapters in the book Language Matters in Higher Education Contexts – Policy and Practice. Two overarching themes, ‘internationalisation’ and ‘societal responsibility,’ are identified in relation to language matters in higher education. These themes are both intertwined and nestled together, which sometimes causes significant tensions or fluxing borders. Within these chapters, researchers from different higher education institutions in several European countries bring up emerging and current language issues relating to the ever-increasing urge for universities to be and become international.
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| 4. |
- Apelgren, Britt Marie, 1956, et al.
(author)
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Language Matters in Higher Education Contexts: Policy and Practice
- 2022
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Book (other academic/artistic)abstract
- This book highlights that language matters permeate all areas of higher education and that language matters for everyone involved in academic institutions: in policy, in teaching and learning, in administration, in research and in leadership. The chapters in this volume address national, institutional and local levels, and range from legal texts to students’ and teachers’ stories across disciplines. It provides a useful picture for all those who work in the various fields of higher education.
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| 6. |
- Betancourt, Lazaro Hiram, et al.
(author)
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The human melanoma proteome atlas-Defining the molecular pathology
- 2021
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In: Clinical and Translational Medicine. - : Wiley. - 2001-1326. ; 11:7, s. 1-20
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Journal article (peer-reviewed)abstract
- The MM500 study is an initiative to map the protein levels in malignant melanoma tumor samples, focused on in-depth histopathology coupled to proteome characterization. The protein levels and localization were determined for a broad spectrum of diverse, surgically isolated melanoma tumors originating from multiple body locations. More than 15,500 proteoforms were identified by mass spectrometry, from which chromosomal and subcellular localization was annotated within both primary and metastatic melanoma. The data generated by global proteomic experiments covered 72% of the proteins identified in the recently reported high stringency blueprint of the human proteome. This study contributes to the NIH Cancer Moonshot initiative combining detailed histopathological presentation with the molecular characterization for 505 melanoma tumor samples, localized in 26 organs from 232 patients.
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| 7. |
- Dragon-Durey, Marie-Agnès, et al.
(author)
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Repository of intra-and inter-run variations of quantitative autoantibody assays: A European multicenter study
- 2022
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In: Clinical Chemistry and Laboratory Medicine. - : De Gruyter Open. - 1434-6621 .- 1437-4331. ; 60:9, s. 1373-1383
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Journal article (peer-reviewed)abstract
- No reference data are available on repositories to measure precision of autoantibody assays. The scope of this study was to document inter-and intra-run variations of quantitative autoantibody assays based on a real-world large international data set. Members of the European Autoimmunity Standardisation Initiative (EASI) group collected the data of intra-and inter-run variability obtained with assays quantifying 15 different autoantibodies in voluntary participating laboratories from their country. We analyzed the impact on the assay performances of the type of immunoassay, the number of measurements used to calculate the coefficient of variation (CVs), the nature and the autoantibody level of the internal quality control (IQC). Data were obtained from 64 laboratories from 15 European countries between February and October 2021. We analyzed 686 and 1,331 values of intra-and inter-run CVs, respectively. Both CVs were significantly dependent on: The method of immunoassay, the level of IQC with higher imprecision observed when the antibody levels were lower than 2-fold the threshold for positivity, and the nature of the IQC with commercial IQCs having lower CVs than patients-derived IQCs. Our analyses also show that the type of autoantibody has low impact on the assay' performances and that 15 measurements are sufficient to establish reliable intra-and inter-run variations. This study provides for the first time an international repository yielding values of intra-and inter-run variation for quantitative autoantibody assays. These data could be useful for ISO 15189 accreditation requirements and will allow clinical diagnostic laboratories to assure quality of patient results.
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| 9. |
- Eriksson, Ann-Marie, 1964, et al.
(author)
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Epilogue: The Intricate Weave of Language Policy and Practice
- 2022
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In: Language Matters in Higher Education Contexts: Policy and Practice. - Leiden, The Netherlands : Brill. - 2542-8721. - 9789004507920 ; , s. 169-176
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Book chapter (peer-reviewed)abstract
- By weaving together the broad range of empirical and conceptual examples of research from local academic European settings presented in the book Language Matters in Higher Education Contexts: Policy and Practice, this chapter reflects on how European higher education is permeated by, and entangled with, language matters, and how such matters are tightly interwoven with, for example, internationalisation and societal responsibility in higher education contexts.
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| 10. |
- Eriksson, Ann-Marie, 1964, et al.
(author)
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Swedish language advisors’ textually mediated encounters with dilemmas in their writing centre consultations.
- 2023
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In: Paper presented at Writing Research Across Borders, WRAB2023. NTNU, Norway. 18-22 February 2023..
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Conference paper (other academic/artistic)abstract
- This presentation reports an ongoing research project investigating the development and professionalization of centralized support for academic language and writing in Swedish universities. While research on this kind of literacy support has a long tradition and has been carried out in many parts of the world (Essid & McTague, 2020), the Swedish context represents a case where centralization is recent and still unregulated (Lennartson-Hokkanen, 2016). Universities can therefore organise support for academic writing and language autonomously and according to their own specific needs and purposes. A strong growth in numbers of centralized support units has been noticed recently (Bjernhage & Grönvall Fransson, 2017). This growth comes in the wake of increased mobility, internationalisation, and broadening participation (Kaufhold & Yenken, 2021). What also makes the Swedish context important to study is that central units of this kind usually recruit teachers, academics and scholars as professional advisors, whereas peer tutoring is rare. Staff members come from a variety of educational backgrounds, but a strong grounding in the field of Linguistics or Languages is common. However, our material shows that the everyday work for language advisors implies pedagogically demanding situations where students’ expectations on immediate text improvement at the level of grammar and text structure collide with advisors’ ambitions to serve each individual in the best of ways and provide ‘strategies’ for writing that point beyond the immediate text. So, advising exemplifies a pedagogical academic literacy practice where an intricate mix of institutionally grounded tensions need to be handled by individual advisors in the role of literacy experts. The objective of the project to be reported is therefore to demonstrate how academic literacy expertise, specifically required for scaffolding students’ writing through advising sessions, is being developed through situations requiring expert judgment and actions. The primary empirical data consists of a collection of video-recordings from a series of professional competence development workshops that were carried out 2021-2022. In these workshops, staff members from centralized writing centres in four different Swedish universities met for the purpose of sharing their advising experiences and discussing specific challenges and dilemmas. Each participating university took responsibility for organizing one workshop and each workshop consisted of a mix of whole group activities and group-work. In the smaller groups, individual advisors were teamed up with colleagues from the other contributing universities and thus came to represent their own writing centre and institution. The video-material is complemented by a collection of texts participants produced and used as part of the workshops. The conversational nature of these workshops allows for a dialogical approach (Linell, 2021) to how relevant literacy expertise is mediated as individual professional advisors from different institutions work with sample dilemmas. Such a theoretical grounding implies analytical attention to how the participants interactively anticipate and coordinate with each other as they share and discuss their individual samples. A series of textually mediated activities have been selected and transcribed. The currently ongoing analytical work is guided by the following questions: - How is academic literacy expertise produced and moulded in the interaction around the participants’ sample dilemmas? - What means for solutions to problems are introduced and made relevant by the participants? The contributions of this research are partly empirical, partly methodological. While writing centres and writing centre practice have been extensively studied (e.g. Mackiewicz & Thompson, 2018), the underpinnings of the Swedish case are comparatively under-explored. This study adds to organisational and practice perspectives in the field of writing research as it attends to professional advising as a pedagogical and epistemologically grounded practice. Findings so far indicate a series of tensions that seem to characterise the Swedish context specifically, and significant professional development processes for individual writing centre staff members. For example, professional advisors’ literacy expertise involves balancing historically developed notions of ‘language’ vs. ‘writing’ and appropriating a developmental view of students’ needs.
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