We Are All in This Together—Whole of Community Pain Science Education Campaigns to Promote Better Management of Persistent Pain

Ryan, Cormac G.; Karran, Emma L.; Wallwork, Sarah B.; Pate, Joshua W.; O’Keeffe, Mary; Fullen, Brona M.; Livadas, Nick; Jones, Niki; Toumbourou, John W.; Gilchrist, Peter; Cameron, Paul A.; Fatoye, Francis; Ravindran, Deepak; Lorimer Moseley, G.

doi:10.1016/j.jpain.2023.10.024

Cited by 7 publications

(1 citation statement)

References 123 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The whole-of-community approach shall be adopted for the inclusion of learners with disabilities in the general education system (Ryan et al, 2023) and the community to facilitate collaborative action in and by the school community, the academe, and other stakeholders (Drahota et al, 2016); public or private, to foster the involvement and participation of every sector, especially the organizations of persons with disabilities, the learners with disabilities, and their parents, guardians, and other members of their families. In order to achieve this, the state will encourage educational institutions-including technical and vocational schools and higher education institutions-to provide services that will aid students with disabilities in their learning process.…”

Section: Literature Reviewmentioning

confidence: 99%

Parental Engagement in Supporting Children with Learning Difficulties

Ybañez,

Ponce,

Recaña

et al. 2024

bjtep

View full text Add to dashboard Cite

Parental engagement creates a pleasant learning environment, increases learners' confidence, motivation, and academic achievement with learning issues, and offers critical support and encouragement. This study assessed the parental engagement of the Grade 5 learners with learning difficulties in the three public elementary schools in Cebu, Philippines, during the school year 2023-2024 as the basis for the intervention plan. This study employed the descriptive-correlational method of research using the survey questionnaire as the principal instrument in gathering the needed data regarding the parental engagement of Grade 5 learners with learning difficulties. The study's respondents are 217 parents of Grade 5 learners of the three public elementary schools. This study utilized an adapted survey questionnaire from Azubuike and Aina (2017) to gather information regarding the parental engagement of Grade 5 learners with learning difficulties. The collected data were treated using frequency, simple percentage, mean, standard deviation, and Chi-square test of independence. The study revealed that the level of parental engagement and the challenges of the learners with learning difficulties, as observed by the parents, do not correlate with its profile. It was determined that a strong relationship between parents and teachers is necessary to establish a supportive learning environment that considers the particular requirements of these pupils. Engaging parents in their child's education helps to develop a feeling of teamwork and shared accountability. The researchers recommend implementing, monitoring, and evaluating the intervention plan to improve parents' engagement with children with learning difficulties.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Parental Engagement in Supporting Children with Learning Difficulties

Ybañez,

Ponce,

Recaña

et al. 2024

bjtep

View full text Add to dashboard Cite

show abstract

Prompt again: How consistently useful are artificial intelligence chatbot responses when prompted with concerns about the reality of paediatric chronic pain?

Pate,

Fechner,

Tagliaferri

et al. 2024

Paediatric and Neonatal Pain

View full text Add to dashboard Cite

The variability in conversational responses within and between AI chatbots is likely important. Therefore, running a query multiple times is likely useful using current systems. Our blinded assessor results highlight a critical need to examine and refine how AI chatbots address sensitive health-related queries, particularly in paediatric contexts. Therapeutic interactions should validate pain and adopt a nuanced and empathetic approach, which may include asking curious questions, showing reasoning in a step-by-step manner, employing a gentle tone, posing validating statements and questions, and checking in on feelings during the interaction. While the chatbots we assessed affirmed the reality of children's pain ("your pain is real"), this may not be sufficient. Such affirmations lack understanding of individual context and may inadvertently provoke frustration (e.g., "this is not relevant to me"), similar to providing a generic leaflet or information handout. Some chatbots refused to respond, perhaps indicating some sensitivity to the individual context of pain experiences, but no chatbots sought to clarify the context with questions. Some chatbots checked in with users via statements about usefulness and invited further questions. This could suggest some basic aspects of therapeutic communication and support patient autonomy.Our commentary highlights the need for more extensive testing of AI chatbots, particularly in light of the risks of AI chatbot "hallucinations" and "falsehood mimicry" inherent in AI responses. Our data align with findings that recommend users should be cautious when interpreting healthcare-related advice from interactions with current AI chatbots. 5 Assessment tools designed specifically to assess the usefulness and consistency of AI chatbot responses should be developed and tested so that future analyses can interpreted with high confidence. Research in languages other than English is also needed. AI chatbots hold tremendous potential to provide information and support. Current chatbot capabilities in addressing complex and sensitive issues like paediatric chronic pain need refinement.Recommending one chatbot over another is challenging, given the very frequent updates and new developments currently occurring in this industry. Our commentary highlights the potential for AI chatbots to engage with users, especially children, in a manner that is empathetic, validating, and supportive, though current interactions appear more instructional. The development and testing of custom chatbots ("GPTs"), where important criteria are met consistently, should be explored.

show abstract