Ethics and diversity in artificial intelligence policies, strategies and initiatives.

A burgeoning of Artificial Intelligence (AI) technologies in recent years has led to increased discussion about its potential to address many issues considered otherwise intractable, including those highlighted by the United Nations 2030 Agenda for Sustainable Development and associated Sustainable Development Goals. In tandem with this growth in AI is an expanding body of documentation regarding how such advanced technologies should be governed and managed. Issued by a variety of sources and comprising frameworks, policies and guidelines, this body of work encompasses the legal, social, ethical and policy issues around AI. With at least 470 such documents identified, as of May 2021, in the Council of Europe's tracker of AI initiatives, questions are emerging around the diversity of views expressed, especially regarding the influence of the Global North or Euro-American perspectives. Our previous analysis of a corpus of largely grey literature discovered blind spots regarding both gender representation and perspectives from the Global South. Expanding on that work, this paper examines a significantly extended corpus, with a focus on the role of underrepresented groups in the wider AI discourse. We find that voices from the Global South and consideration of alternative ethical approaches are largely absent from the conversation. In light of the prominence of social, cultural and ethical perspectives from the Global North, this paper explores implications for the development of standards for ethical AI. Concluding by offering approaches to incorporate more diverse ethical viewpoints and beliefs, we call for increased consideration of power structures when developing AI ethics policies and standards within these alternative socio-cultural and socio-economic contexts.

Gamification and education: A pragmatic approach with two examples of implementation.

Leveraging elements of game design and theories of human motivation, gamification provides a variety of techniques to engage learners in novel ways. Our Clinical and Translational Science Award created the software platform (Kaizen-Education©) to deliver gamified educational content in 2012. Here, we explore two novel use cases of this platform to provide practical insights for leveraging these methods in educational settings: (1) national training in rigor, reproducibility, and transparency and (2) attainment of learner competency (n = 7) as a gauge of curricular effectiveness across Master of Public Health degree tracks (n = 5). Data were captured in real time during player interaction with Kaizen-Education© to provide descriptive analyses of player engagement in both implementation examples. We then assessed item analysis to assess knowledge gain and competency attainment. We have just begun to leverage the potential for gamification to engage learners, enhance knowledge acquisition, and document completion of training, across various learning environments. We encourage a systematic approach to gamification applying insights from self-determination theory to learners and learning environments, a methodical approach to game design and rigorous analysis after implementation to generate evidence-based insights to maximize educational return for time invested.

Coffee in the Collaboratory: A Collegial Club for Nursing Faculty.

Nurse educators frequently strive to collaborate and share innovative teaching ideas. Finding dedicated time to discuss ways to improve teaching by engaging students is often difficult. Faculty at one university discovered a way to use a new space in an addition to the school of nursing. Faculty meet monthly for "Coffee in the Collaboratory" to share, test, and develop teaching strategies for face-to-face and distance accessible courses. During the meetings, faculty embrace opportunities to practice using new technology. Icebreakers and student-centered learning activities are demonstrated and tested. Faculty take turns sharing how new ideas might be incorporated into both undergraduate and graduate programs. Discussions are spontaneous and fun in this relaxed and friendly environment. A "Coffee in the Collaboratory" meeting can be beneficial in both academic and clinical settings by providing time and space for nurse educators to get together and explore innovative teaching strategies. [J Contin Educ Nurs. 2020;51(8):387-388.].

Creating and testing a GCP game in an asynchronous course environment: The game and future plans.

INTRODUCTION: The National Institute of Health has mandated good clinical practice (GCP) training for all clinical research investigators and professionals. We developed a GCP game using the Kaizen-Education platform. The GCP Kaizen game was designed to help clinical research professionals immerse themselves into applying International Conference on Harmonization GCP (R2) guidelines in the clinical research setting through case-based questions. METHODS: Students were invited to participate in the GCP Kaizen game as part of their 100% online academic Masters during the Spring 2019 semester. The structure of the game consisted of 75 original multiple choice and 25 repeated questions stemming from fictitious vignettes that were distributed across 10 weeks. Each question presented a teachable rationale after the answers were submitted. At the end of the game, a satisfaction survey was issued to collect player satisfaction data on the game platform, content, experience as well as perceptions of GCP learning and future GCP concept application. RESULTS: There were 71 total players who participated and answered at least one question. Of those, 53 (75%) answered all 100 questions. The game had a high Cronbach's alpha, and item analyses provided information on question quality, thus assisting us in future quality edits before re-testing and wider dissemination. CONCLUSIONS: The GCP Kaizen game provides an alternative method for mandated GCP training using principles of gamification. It proved to be a reliable and an effective educational method with high player satisfaction.

Kaizen: Interactive Gaming for Diabetes Patient Education.

Objective: An estimated 100 million Americans have diabetes, undiagnosed diabetes, a high risk of being diagnosed with diabetes, or prediabetes. Many complications can arise if diabetes is poorly managed. Hence, the need for adequate knowledge, skills, and ability to care for oneself, known as diabetes self-care management, is needed to reduce complication rates. We used an interactive platform that incorporates principles of gamification to enhance user engagement to enhance diabetes knowledge. The purpose of this descriptive pilot study was to discover what adult patients with diabetes thought about this novel educational approach to diabetes education. Materials and Methods: We collected focus group data from participants at a diabetes clinic after they played an interactive diabetes trivia game, on our software platform (Kaizen Education). Transcripts were coded and common themes were identified. Results: We conducted 9 focus groups that included 33 adult (age >18) participants who had diabetes. An overarching theme of play/gaming as a form of learning was apparent, and after analyzing the coding several themes emerged, including preferences and desired environments (clinic and home) for learning, desired players (including family, significant others), and a good balance of question difficulty. Conclusions: Participants were overwhelmingly positive about gamified education and felt empowered to lead discussions with their health care providers about diabetes self-care education, in a sense "flipping" the traditional clinic patient education paradigm. These results suggested that a flipped clinic approach could be beneficial, empowering, and engaging for patients.

"Playing for Bragging Rights": A Qualitative Study of Students' Perceptions of Gamification.

BACKGROUND: Nursing faculty sought to promote students' engagement with course material and their peers by using Kaizen, an online educational game. The purpose of this qualitative study was to learn more about nursing students' perceptions of team competition in an educational game and whether the game promoted their engagement with educational material in one fundamental nursing course. METHOD: Qualitative data collection included focus groups, observations of students, documents showing leaderboards and game participation, and "status of competition" e-mails. Data were transcribed and coded to determine emerging themes. RESULTS: Four themes emerged from data analysis: learning in teams, motivators to play, learning course content, and suggestions for game improvement. CONCLUSION: Students were overwhelmingly positive about using a gamified platform for its educational rewards. They perceived that playing the game increased their knowledge retention, and they believed it helped them improve their test-taking skills. [J Nurs Educ. 2019;58(2):79-85.].

How to Write a Good Test Question: Nine Tips for Novice Nurse Educators.

Nurses are lifelong learners who are always seeking ways to improve and perfect their skills. Test item writing is a skill that must be practiced and perfected over time. Often, nurses in a clinical role are promoted to the role of nurse educator without receiving training on how to write good test questions. This article presents nine tips for item writing to help nurse educators and clinical educators to create better test questions [J Contin Educ Nurs. 2019;50(1):12-14.].

Educational Analytics: A New Frontier for Gamification?

To determine the effects of gamification on student education, researchers implemented "Kaizen," a software-based knowledge competition, among a first-year class of undergraduate nursing students. Multiple-choice questions were released weekly or biweekly during two rounds of play. Participation was voluntary, and students could play the game using any Web-enabled device. Analyses of data generated from the game included (1) descriptive, (2) logistic regression modeling of factors associated with user attrition, (3) generalized linear mixed model for retention of knowledge, and (4) analysis of variance of final examination performance by play styles. Researchers found a statistically significant increase in the odds of a correct response (odds ratio, 1.8; 95% confidence interval, 1.0-3.4) for a round 1 question repeated in round 2, suggesting retention of knowledge. They also found statistically significant differences in final examination performance among different play styles.To maximize the benefits of gamification, researchers must use the resulting data both to power educational analytics and to inform nurse educators how to enhance student engagement, knowledge retention, and academic performance.

Where are they now? Retention strategies over 25 years in the Coronary Artery Risk Development in Young Adults (CARDIA) Study.

PURPOSE: In 1991, we described the recruitment and goals for a cohort of young adults. At the time, little was known about long-term retention of young, healthy and mobile adults or minorities. We present retention strategies and rates over 25 years, and predictors of participation at the year 25 follow-up examination of the Coronary Artery Risk Development in Young Adults (CARDIA) Study, a longitudinal investigation of coronary artery disease risk factors in a biracial population initially ages 18-30 years recruited from four U.S. centers in 1985. METHODS: CARDIA has employed a range of strategies to enhance retention, including two contacts per year, multiple tracking methods to locate participants lost-to-follow-up, use of birthday and holiday cards, participant newsletters, examination scheduling accommodations and monetary reimbursements, and a standing committee whose primary purpose has been to continually review retention rates and strategies and identify problems and successes. RESULTS: For 25 years, CARDIA has maintained >90% contact with participants between examinations, over 80% at any 2-year interval, and a 72% 25-year examination attendance rate. Baseline predictors of year 25 examination attendance include white race, female sex, older age, higher education, nonsmoking and moderate alcohol consumption. CONCLUSION: Consistent use of multiple retention strategies, including attention to contact rates and sharing of best strategies across study centers, has resulted in high retention of a diverse, initially young, biracial cohort.

Recruiting bereaved parents for research after infant death in the neonatal intensive care unit.

Understanding parental experiences following infant death in the neonatal intensive care unit (NICU) is a high research priority and a necessary first step to improving health services. However, recruiting bereaved parents to discuss their experiences on such an extremely sensitive topic can be challenging and research procedures must be planned carefully in order to get an adequate sample. There is little published in the literature detailing specific strategies for recruiting bereaved parents for grief research, especially strategies for contacting parents and identifying factors that might affect participation. The purpose of this paper is to describe the process of recruiting bereaved parents into a qualitative research study exploring parental NICU experiences and grief responses following infant death. We describe a successful recruitment plan that led to the enrollment of difficult to recruit participants such as fathers, and individuals representing minorities and those from lower socioeconomic (SES) groups. Bereaved parents of infants after an NICU hospitalization should continue to be recruited for research studies for their unique perspectives and valuable insights about the devastating experience of infant death. Participants in this study reported more benefits than harm and the results addressed a critical gap in the literature.

Baseline predictors of missed visits in the Look AHEAD study.

OBJECTIVE: To identify baseline attributes associated with consecutively missed data collection visits during the first 48 months of Look AHEAD­a randomized, controlled trial in 5,145 overweight/obese adults with type 2 diabetes designed to determine the long-term health benefits of weight loss achieved by lifestyle change. DESIGN AND METHODS: The analyzed sample consisted of 5,016 participants who were alive at month 48 and enrolled at Look AHEAD sites. Demographic, baseline behavior, psychosocial factors, and treatment randomization were included as predictors of missed consecutive visits in proportional hazard models. RESULTS: In multivariate Cox proportional hazard models, baseline attributes of participants who missed consecutive visits (n 5 222) included: younger age (hazard ratio [HR] 1.18 per 5 years younger; 95% confidence Interval 1.05, 1.30), higher depression score (HR 1.04; 1.01, 1.06), non-married status (HR 1.37; 1.04, 1.82), never self-weighing prior to enrollment (HR 2.01; 1.25, 3.23), and randomization to minimal vs. intensive lifestyle intervention (HR 1.46; 1.11, 1.91). CONCLUSIONS: Younger age, symptoms of depression, non-married status, never self-weighing, and randomization to minimal intervention were associated with a higher likelihood of missing consecutive data collection visits, even in a high-retention trial like Look AHEAD. Whether modifications to screening or retention efforts targeted to these attributes might enhance long-term retention in behavioral trials requires further investigation.