People with dementia (PwD) are at risk of experiencing loneliness, which is associated with physical and mental health difficulties [1]. Technology is a possible tool to increase social connection and reduce loneliness. This scoping review aims to examine the current evidence regarding the use of technology to reduce loneliness in PwD. A scoping review was carried out. Medline, PsychINFO, Embase, CINAHL, Cochrane database, NHS Evidence, Trials register, Open Grey, ACM Digital Library and IEEE Xplore were searched in April 2021. A sensitive search strategy was constructed using combinations of free text and thesaurus terms to retrieve articles about dementia, technology and social-interaction. Pre-defined inclusion and exclusion criteria were used. Paper quality was assessed using the Mixed Methods Appraisal Tool (MMAT) and results reported according to PRISMA guidelines [2,3]. 73 papers were identified publishing the results of 69 studies. Technological interventions included robots, tablets/computers and other forms of technology. Methodologies were varied and limited synthesis was possible. There is some evidence that technology is a beneficial intervention to reduce loneliness. Important considerations include personalisation and the context of the intervention. The current evidence is limited and variable; future research is warranted including studies with specific loneliness outcome measures, studies focusing on PwD living alone, and technology as part of intervention programmes.

IntroductionHaving a diagnosis of Down syndrome (DS) is associated with intellectual disability (ID), pervasive developmental disorders and Alzheimer's dementia (AD). The association between these conditions has not been well evaluated. This paper looks to examine the current evidence pertaining to the relationship between dementia in people with DS and severity of ID and the presence of pervasive developmental disorders. MethodsA scoping review using PRISMA guidance was undertaken. Medline, Cochrane database, NHS evidence, Trials registers and Open Grey were searched in December 2018 and an updated search was completed in July 2020. Three search strategies were used to retrieve articles relating to DS, dementia, pervasive developmental disorders (including autism, autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD)) and severity of ID. Studies were included if they met the pre-defined inclusion criteria of investigating an association between autism/ASD, ADHD, or severity of ID and the development of dementia in people with DS. Studies were excluded if they did not include primary data, if the population included non-Down causes of ID, or if no specific outcome measure related to comorbid autism/ASD, ADHD, or severity of ID and dementia in people with a diagnosis of DS were reported. There were no exclusions related to study design. Papers were assessed for quality using the Mixed Methods Appraisal Tool (MMAT;Hong et al., 2018). ResultsThe search identified fifteen papers, publishing results from twelve studies, relating to severity of ID, DS and dementia. No papers were identified relating to pervasive developmental disorders, DS and dementia. There is limited evidence on how severity of ID impacts on the presentation, diagnosis, management or prognosis of dementia in people with DS. However, no evidence was found on comorbid pervasive developmental disorders, DS and dementia. ConclusionThis paper has identified multiple areas for future research. There is an urgent need for longitudinal studies into the presentation, development and progression of dementia in people with DS ensuring the severity of ID and comorbid pervasive developmental conditions are captured regularly to understand their influence on the dementia aetiology and outcome.

Background:  Multi-source feedback (MSF) is well-established in psychiatric training. However, evidence on the educational impact is not definitive and there is scanty evidence exploring its value for professional development of psychiatry trainees in the United Kingdom (UK). Evidence suggests the MSF tool currently used is not suitable for specialist trainees. This qualitative research project explored psychiatric doctors’ attitudes towards MSF with patient feedback, to determine how this influenced the feedback’s educational usefulness. Methods: A qualitative study using a phenomenological approach based on a constructivist approach. Purposive sampling identified trainee psychiatrists who completed a more extensive MSF, including patient feedback, than they currently use. They discussed their results in supervised sessions to plan how to use the feedback. Semi-structured interviews were conducted separately with trainees and their supervisors following completion of MSF. The data was analysed thematically. The study was completed in 2020. Results: Seven trainees and five supervisors participated. Four themes were identified. Most had positive opinions about the educational usefulness of MSF, including patient feedback, and made changes to their behaviour following the feedback. Interviewees valued patient feedback and identified it as important in psychiatry. Most valued their patient feedback over their colleague feedback. The complexities of patient feedback in psychiatry and how this may influence the educational usefulness of the feedback were discussed in detail. Conclusions: Findings suggest a need to review the current system of MSF in psychiatry in order to maximise educational benefits. In particular, this research points to the benefits of psychiatric trainees engaging with patient feedback.