Exploring traumatic brain injury survivors’ experiences of completing a remote online cognitive assessment (The Amsterdam Cognition Scan)
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Notice bibliographique
Résumé
Introduction: In light of the COVID-19 pandemic, digital healthcare has become a rapidly increasing area of research interest. Digital cognitive assessments, which can be completed remotely, without supervision, are being developed and used in both research and clinical contexts with multiple populations. However, very little is known about the way in which these digital assessments are perceived and experienced by survivors of traumatic brain injury (TBI), despite this being a population who commonly undergo cognitive assessment. This study aimed to address this gap by exploring how TBI survivors experience a digital cognitive assessment. Method: Participants who self-reported sustaining a TBI at some point during their life were asked to complete an online digital cognitive test battery (ACS). An adjusted think-aloud protocol was used to encourage participants to share their ‘in the moment’ thought and reactions during the cognitive assessment, they then engaged in a brief retrospective semi-structured interview about their experiences. Data were analysed using reflexive thematic analysis. Results: Analysis identified three core themes which focused on 1. Previous experiences which impact how the cognitive assessment is experienced; 2. In the moment experiences: emotions, thoughts and reactions during the cognitive assessment and interview; 3. The use of remote cognitive testing for TBI in the future. Within the core themes, nine subthemes were identified and a detailed narrative description of each theme is provided. Discussion: Key findings are discussed within the context of the surrounding literature, including the perceived benefits and limitations of utilising digital cognitive assessments, and specifically remote digital assessments with TBI survivors; the in the moment emotional experiences of participants, such as anger, sadness and grief, and factors which were perceived to impact these; and the importance of balancing probable distress with the potential benefits of cognitive assessment. Subsequent recommendations for practice and research are also discussed.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,002 | 0,001 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,005 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,003 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle