Global pharmaceutical care approaches to autism spectrum disorder: a scoping review protocol.

OBJECTIVE: The aim of this review is to map the literary evidence on pharmaceutical care approaches and trends being seen globally for the treatment of the signs and symptoms of autism spectrum disorder (ASD). INTRODUCTION: ASD is a neurodevelopmental condition synonymous with sliding-scale behavioral, communication, learning, and social problems. Causes include genetic and environmental factors. Pharmaceuticals are prescribed to treat the behavioral patterns of ASD. INCLUSION CRITERIA: This review will incorporate studies that report on the pharmaceutical care approaches used to treat the signs and symptoms of ASD as well as to identify the global trends related to their use. Studies not falling under the ASD umbrella will be excluded. All primary, secondary, and gray literature will be included. No language restrictions will be applied. Studies from January 1, 1984, will be included. METHODS: This review will be conducted in line with the JBI methodology for scoping reviews and reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews. A preliminary search of MEDLINE (PubMed) will be followed by searches of Emcare (Ovid), Nursing and Allied Health Premium (ProQuest), and Google Scholar. Two independent reviewers will screen titles and abstracts and extract data from selected sources. A third reviewer will adjudicate any conflicts until consensus is reached. The findings will be presented in a narrative summary with accompanying gap maps, figures, and tables. REVIEW REGISTRATION: Open Science Framework https://osf.io/c234m.

Perceptions of human movement researchers and clinicians on the barriers and facilitators to health research data sharing in Africa.

INTRODUCTION: The benefits of research data sharing abound in the literature. However, some factors define how researchers and clinicians approach the challenges surrounding sharing human movement health research data. PURPOSE: To describe the perceptions of human movement researchers and clinicians on the barriers and facilitators to research data sharing in Africa. METHOD: A qualitative descriptive design with a purposive sampling method was used. In-depth interviews with human movement researchers and clinicians across Africa were conducted online via Microsoft Teams. Sixteen (n = 16) participants took part in this study. This sample size was representative of East, West, Northern, and Southern Africa. Efforts made to engage with participants in Central Africa were unsuccessful. RESULT: Five themes emerged: 1) the researcher-clinician gap; 2) technological pros and cons in Africa; 3) cost matters; 4) bureaucracy and ethical factors; and 5) the unique African perspective. Mainly, barriers rather than facilitators to data sharing exist among African human movement researchers and clinicians. CONCLUSION: There needs to be a societal and psychological shift through reorientation to encourage data sharing among African human movement researchers and clinicians.

Data sharing practices of health researchers in Africa: a scoping review protocol.

OBJECTIVE: The aim of the review is to map the existing evidence regarding the data-sharing practices of health researchers in African countries. This review will also identify perceptions; barriers; facilitators; ethical-, legal-, and author-reported recommendations; as well as institutional- and funding-related aspects that are being considered by African health researchers on data sharing in Africa and, as a result, identify areas for development and improvement in health care on the continent. INTRODUCTION: The sharing of health-related data has been widely discussed in the literature. However, sharing health-related data has yet to become a common practice among health researchers in Africa, which bears a large burden of health diseases globally. The sharing of health research data could lead to greater development and improvement in health care in Africa. INCLUSION CRITERIA: This review will incorporate studies that report on data sharing among health researchers in Africa. All primary, secondary, and gray literature will be considered for inclusion. Studies on data sharing on topics other than health-related data will be excluded. No language restrictions will be applied. METHODS: The JBI scoping review methodological framework will be adopted. An initial search of databases such as MEDLINE, Scopus, LILACS, and Web of Science will be conducted. All search results will be screened and relevant data extracted by two independent reviewers. The findings will be presented in the final scoping review report and illustrated in a Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews flow diagram.

Curricular and pedagogical aspects of gross anatomy education for undergraduate physiotherapy students: a scoping review.

OBJECTIVE: The objective of this review was to collate and map gross anatomy curricular and pedagogical approaches for physiotherapy students. INTRODUCTION: Knowledge of anatomy is essential for physiotherapy clinical diagnosis, treatment effectiveness and safe practice. The information on this topic is sparse, and what does exist is diverse. This scoping review describes anatomy educational approaches for physiotherapy students and provides needed insight into this topic. INCLUSION CRITERIA: No limits were applied on the date of the database search or age of participants. Languages were limited to English, French, German and Spanish. Studies had to include information on gross anatomy curricula or pedagogy for physiotherapy students, or information from qualified physiotherapists or those teaching gross anatomy to physiotherapy students. METHODS: Included studies were mainly sourced from EBSCOhost (CINAHL, ERIC and MEDLINE), PubMed and Scopus databases. Perusal of reference lists facilitated further retrievals. Studies published from inception up to 21 July 2019 were included. Studies were identified and screened, and the process was reported in a PRISMA flow diagram. JBI methodology for scoping reviews was followed. Selected studies were charted according to a template created and published in a JBI scoping review protocol. RESULTS: Fifty-four studies satisfied the inclusion criteria. Various studies gave calculable length of intervention in weeks (n=14, 26%), hours (n = 7, 13%) or both (n = 21, 39%). The majority of studies (n = 50, 93%) were cross-sectional studies; three were randomized controlled trials (6%). Mean sample sizes varied from 55.3 ±â€Š30.4 (professional behaviors, ethical and humanistic aspects) to 323.2 ±â€Š219.7 participants (multi-modal and blended learning). Overall, 29 studies (54%) included physiotherapy students or personnel in physiotherapy anatomy programs exclusively in the sample. Other disciplines with physiotherapy students included medical students (n = 12, 22%), and occupational therapy students (n = 10, 19%). The interprofessional education category (n = 8) determined that interdisciplinary teamwork led to increased anatomical learning and awareness of future clinical roles. Computer-assisted learning (n = 9) was effective as a stand-alone or adjunct pedagogy, useful for self-study and helped anatomical knowledge retention. Team-based learning (n = 2), peer teaching (n = 6) and clinical input incorporating case-based learning and horizontal and vertical integration (n = 4) resulted in anatomical knowledge retention and were associated with mastery of anatomical understanding, an increase in examination confidence and higher examination grades. Contradictory learning outcomes resulted from the use of online videos in blended and multi-model learning studies (n = 7). Increased student participation in asynchronous online discussion forums benefitted academic learning outcomes. The category of curriculum, pedagogy and materials (n = 15) identified and compared different survey results pertaining to the curricular aspect of the objectives of this review. One study investigated the flipped classroom concept. The use of anatomy content to encourage professional, ethical and humanistic aspects (n = 3) of physiotherapy students' behavior resulted in positive outcomes. CONCLUSIONS: This scoping review revealed a multi-faceted topic with many types of interventions and outcomes recorded. It identified variations in pedagogies, curricular content and learning approaches integral to the subject and their impact on gross anatomy education for this population. Beneficial behavioral, anatomical learning, knowledge retention and academic outcomes were identified.