Introduction to the Special Edition on Clinical and Educational Digital Interventions Via Technology
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Introduction to the Special Edition on Clinical and Educational Digital Interventions Via Technology Elizabeth A. Krupinski 1 & Bradford L. Felker 2 & Sarah E. Nasatir-Hilty 3 & Donald M. Hilty 4 Received: 31 July 2020 / Revised: 31 July 2020 / Accepted: 11 August 2020 # Springer Nature Switzerland AG 2020
Introduction This special issue, “Evidence-Based Clinical and Educational Digital Interventions via Video, Mobile Health, Apps and Wearable Technologies”, will help providers, faculty, residents, program directors, administrators, and other interprofessional partners improve clinical care, training, and leadership at the interface of behavioral health and technology for culturally and otherwise diverse populations. When recruiting authors, we asked them to consider a variety of topics such as applying the evidence base on technology to clinical assessment, triage, consultation, and treatment of behavioral and mental disorders; skills, attitudes, and knowledge for providers to use technologies to help patients via evidence-based approaches; translating best research practices to the bedside and between healthcare systems; using implementation science methods to promote adoption and integration of evidence-based technology-based JTIBS Special Edition on Clinical and Educational Interventions for Technologies * Donald M. Hilty [email protected] Elizabeth A. Krupinski [email protected] Bradford L. Felker [email protected] Sarah E. Nasatir-Hilty [email protected] 1
Department of Radiology & Imaging Sciences, Emory University, Atlanta, GA, USA
2
Department of Psychiatry & Behavioral Sciences and Director Telemental Health, Puget Sound Veterans Affairs, University of Washington, Seattle, WA, USA
3
Nell Hodgson Woodruff School of Nursing of Emory University, Hills, GA, USA
4
Department of Psychiatry & Behavioral Sciences, UC Davis & VA N. California HCS, 10535 Hospital Way, Mather, CA 95655 (116/ SAC), USA
practices, interventions and policies into routine health care and public health settings; and exploring the unintended consequences of monitoring and sensing technologies used for daily life, health, and health care. We purposely discouraged certain types of submissions: those simply on new apps that are “cool” or innovative, but not evaluated systematically; “good” ideas without demonstrated impact; “commercials” for publically available products; and case reports, editorials, and other papers that were not generally applicable to a variety of populations and settings. The resulting papers fell into two sections. Section 1 covers research on the application of technology to practice. Section 2 covers educational interventions, competencies, and organizational leadership with respect to clinical, training, research, and professional development outcomes and assessment.
Section 1 The technology for practice section has 5 papers dealing with a range of important topics, with 2 review papers and 3 on Veteran populations, including one examining care manager contributions to teams r
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