Search

Introduction: Dysfunctional exercise (DEX) is common among individuals with an eating disorder (ED) and poses significant challenges to treatment and recovery. While safe and nutritionally supported physical activity can enhance treatment outcomes without hindering weight restoration, clinicians often hesitate to address DEX with their patients. This mixed-method study aimed to evaluate the impact of a Safe Exercise at Every Stage (SEES) informed training on clinician knowledge and self-efficacy in managing DEX during ED treatment., Methods: Clinicians from a national ED centre completed measures of knowledge and self-efficacy about managing DEX before (n = 96) and after (n = 44) a synchronous virtual training. A subset of participants (n = 7) participated in semi-structured interviews to gather their perceptions of exercise in the context of EDs and feedback on the training., Results: Paired sample t-tests revealed a significant increase in both self-efficacy and knowledge following the SEES training. Thematic analysis identified three key themes: (1) the Current State, (2) the Training Impact and (3) bridging the Gap Through Staff and Community Support. Results are contextualized within the broader ED field, highlighting how training and policy changes can enhance clinician confidence in managing DEX., Conclusion: DEX continues to be preceived as a core ED symptom. To improve its managment clinician training and shifts in overarching field ideologies are needed. Providing programme-wide training is fundamental to equipping clinicians with the skills needed to address DEX and ultimately improve patient outcomes., (© 2025 John Wiley & Sons Ltd.)

Background: Clinicians draw on instructional approaches when training patients with anaphylaxis to use adrenaline autoinjectors, but patient use is poor. Psychological barriers to these behaviours exist but are not considered routinely when training patients to use autoinjectors. Health Psychology principles suggest exploring these factors with patients could improve their autoinjector use. Objective: To evaluate the impact of a 90‐minute workshop training clinicians in strategies and techniques for exploring and responding to psychological barriers to autoinjector use with patients. Attendees' knowledge, confidence and likelihood of using the strategies were expected to improve. Methods: Impact was evaluated using a longitudinal mixed‐method design. Twenty‐nine clinicians (general and specialist nurses, general practitioners, and pharmacists) supporting patients with anaphylaxis in UK hospitals and general practice attended. Self‐rated knowledge, confidence, and likelihood of using the strategies taught were evaluated online 1 week before, 1 to 3, and 6 to 8 weeks after the workshop. Clinicians were invited for telephone interview after attending to explore qualitatively the workshop impact. Results: χ2 analyses were significant in most cases (P < .05), with sustained (6‐8 weeks) improvements in knowledge, confidence, and likelihood of using the strategies taught. Thematic analysis of interview data showed the workshop enhanced attendees' knowledge of the care pathway, understanding of patient's experience of anaphylaxis as psychological not purely physical, and altered their communication with this and other patient groups. However, interviewees perceived lack of time and organisational factors as barriers to using the strategies and techniques taught in clinical contexts. Conclusion: Training clinicians in psychologically informed strategies produce sustained improvements in their confidence and knowledge around patient autoinjector education, and their likelihood of using strategies in clinical practice. Clinical Relevance: Exploring psychological barriers should be part of training patients with anaphylaxis in autoinjector use. [ABSTRACT FROM AUTHOR]

Whither, or wither, empirically supported therapies? Increasingly rigorous research in behavioral therapies has yielded a large number of effective therapies, but comparatively little work, demonstrating that integrating empirically supported therapies (ESTs) into standard practice results in meaningful improvements in patient outcomes. Methodology and strategies for evaluating ESTs and their effectiveness in clinical practice is a fairly recent innovation, and a host of unanswered questions remain regarding issues such as selection among different ESTs and what type of ESTs should be emphasized in dissemination efforts, what type of clinicians should be trained in what type of ESTs, the most effective training strategies for various types of clinicians, the need for ongoing supervision to maintain minimum levels of treatment fidelity and skill. In this review, we call for broader use of new research strategies and methods relevant to dissemination of ESTs; these may include adaptive designs, identification of mechanisms of action to foster greater emphasis on effective change principles, training and adoption trials, as well as novel implementation strategies including computer-assisted therapy and computer-assisted training. [ABSTRACT FROM AUTHOR]

Interventional radiological procedures have significantly increased the probability for the expression of deterministic detriment to the patient. It is the responsibility of the consulting medical physicist to undertake the responsibility that (i) appropriate equipment is specified and purchased; (ii) the equipment purchased produces the best possible image quality for the minimum dose; (iii) accurate dosimetry is measured, calculated and recorded; (iv) interventional physicians and surgeons are adequately trained in the fundamental techniques that will minimize the dose to both patients and staff, while maintaining high image quality; and (v) interventional protocols, record keeping and patient follow-up, in the case of deterministic doses, are appropriately implemented. [ABSTRACT FROM AUTHOR]