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Antipsychotics may be prescribed for severe behavioural and psychological symptoms of dementia (BPSD) but carry significant risks. National and local guidance recommends structured assessment, documentation, regular review, and timely deprescribing.
This audit assessed compliance with Nottingham Area Prescribing Committee guidance EG019 and National Institute for Health and Care Excellence guidance NG97 within the Newark and Sherwood Older Adult Community Mental Health Team.
We hypothesised that initial clinical assessment would show high compliance, while structured monitoring documentation would be inconsistent.
Methods:
A retrospective audit was conducted using the RiO electronic clinical record system. A Clinical Record Interactive Search identified patients with a diagnosis of dementia initiated on antipsychotic medication by the Newark and Sherwood Older Adult Community Mental Health Team between 1 October 2023 and 1 October 2024. Diagnoses included International Classification of Diseases, Tenth Revision (ICD-10) codes F00–F04 and G31.8.
The audit tool was a locally developed audit proforma derived from the standards from the two guidances (EG019 and NG97), and it assessed documentation of symptom assessment, risk evaluation, discussion of risks and benefits, use of the Antipsychotics in Dementia Assessment and Monitoring Form, review intervals, and consideration of deprescribing. Compliance was reported descriptively as percentages.
Results:
Of 114 records screened, six met inclusion criteria.
• Target symptoms were identified and quantified in 100% of cases, and contributing factors for distress were explored in all patients.
• Delirium was considered in 83%, and modifiable factors were addressed in 83%.
• Lewy body or Parkinson’s disease dementia was considered in all cases.
• Risk of harm to self or others was documented in 67%
• Discussion of risks and benefits with patients or carers was documented in 83%.
• Medication review occurred in 100%, with dose reduction or discontinuation in 17%.
• Review at or before six weeks occurred in 80% of eligible cases, with a documented rationale for continuation in 60%.
• Regular six-weekly review and consideration of deprescribing were each evident in 60%.
• Notably, the completion of the Trust Antipsychotics in Dementia Assessment and Monitoring Form occurred in 0%.
Conclusion:
This audit demonstrates good compliance with recommended clinical assessment and cautious prescribing for BPSD but identifies a critical gap in structured monitoring, with no use of the Trust-mandated monitoring form. Documentation of ongoing review and rationale for continuation was also inconsistent. These findings support targeted education, improved induction processes, and system-level changes to embed structured monitoring. A re-audit, including baseline physical health monitoring, is planned.
Objectives/Goals: To develop and implement a new course to fill an identified gap in the present IU School of Medicine Clinical Research Staff Education program, enhance data accuracy, and minimize audit findings. The goal was to provide a robust and thorough training on study orientation, source documentation, and adhering to ALCOA+ principles to clinical research staff. Methods/Study Population: A 90-minute presentation titled Best Practices for Study Documentation, or Level 1.5 because it fills the gap between the currently offered Level 1 and 2 courses, was developed by monitoring team members with input from the Director of Research Staff Education. A pilot session was presented to senior research staff for feedback prior to launch. The 90-minute presentation was designed with interactive polls to assess attendees’ research and documentation experience at the start and to maintain engagement throughout the session. Attendees receive a post-course evaluation survey along with a certificate of attendance. The course is offered every two months. Completion of Level 1 training is a prerequisite and aimed at those who are three to six months of starting in research at Indiana University School of Medicine. Results/Anticipated Results: Results from the post-course evaluation survey described Best Practices in Study Documentation as engaging, informative, and valuable for new and experienced research staff. Many learners reported increased confidence, improved understanding of documentation and regulatory requirements, greater awareness of the tools and resources available and appreciation for real-world examples from the instructors. While attendees valued the presentation’s clarity and interactive polls, they suggested leaving more time for questions, supporting reference materials, and an ability to watch a recording of the session. Overall, feedback has been highly positive, with learners emphasizing the relevance, practicality, and effectiveness of the presentation. Discussion/Significance of Impact: Best Practices for Study Documentation has been delivered nine times to 235 attendees since its inception in Jun 2024, 63% of learners report they have < 2 years’ research experience. Evaluation feedback is positive; however, no quantitative method has been identified to measure improvement in documentation quality or reduction in audit findings.
The polar regions are crucial parts of the global climate system and yet are highly vulnerable to anthropogenic stresses and climate change. Polar scientists study a wide range of disciplines across the physical, biological and sociological systems to undertake policy and societally beneficial research. Part of this endeavour includes educating the public and inspiring the next generation of polar scientists. Currently, polar sciences lack diversity, especially in comparison to some other geoscience disciplines. Improving the diversity of the scientific body will benefit both science and society by ensuring that the best and brightest minds are able to tackle some of society’s most significant grand challenges. Here, we highlight barriers to increasing diversity in polar sciences in the context of pre-career and early-career scientists and reflect on the successes and challenges of two recent UK-based events on ‘Exploring Polar Environments’ which aimed to engage secondary school students from disadvantaged areas in polar science and expose them to possibilities for university education in their local region.
Depression is the most common mental illness globally and is a leading cause of years lived with disability. The manifestation of depressive symptoms can vary among ethnic groups. Individuals in South Asian countries experience higher levels of somatic symptoms than those in other regions, but it is not known whether this pattern extends to the South Asian diaspora.
Aims
To provide a qualitative synthesis of what is known regarding depression symptoms among the South Asian diaspora in English-speaking countries.
Method
A systematic scoping review was conducted following Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews guidelines, based on a pre-registered protocol (doi.org/10.17605/OSF.IO/5E6ZK). The review included qualitative, quantitative and mixed-methods primary research, reporting depression symptoms based on samples of adults of the South Asian diaspora in English-speaking countries with substantial South Asian populations. Qualitative content analysis was used to identify widely reported symptoms of depression among the South Asian diaspora.
Results
Commonly reported symptoms included physical pain, heart-related symptoms and repetitive negative thinking, none of which are included in ICD-11 diagnostic criteria for depressive disorders. Sleep-related disturbances are also widely reported in research into experiences of depression among the South Asian diaspora.
Conclusions
Current diagnostic criteria for depression might not capture symptoms of some South Asian individuals, which may cause missed opportunities for intervention.
Pasts at play examines nineteenth-century children as active consumers of a variety of British pasts, from the biblical and classical to the medieval and early modern. This interdisciplinary collection bridges different disciplinary approaches to chart shifting markets for historical education between 1750 and 1914: a critical period in the development of children's culture, as children became target consumers for publishers. Boys and girls across the social classes often experienced different pasts simultaneously for the purpose of amusement and instruction.Play provides a dynamic lens through which to explore children’s interaction with the past as a didactic vehicle. Encompassing the past as both subject and site for production and consumption of earlier pasts (historical, mythical or imagined), each contributor reconstructs children’s encounters with different media to uncover the cultural work of individual pasts and exposes the key role of playfulness in the British historical imagination.These ten essays argue that only through exploring the variety of media and different pasts marketed to children can we fully understand the scope of children’s interactions with the past. Sources, from games to guidebooks and puzzles to pageants, represent the range of visual, performative, material and textual cultures analysed here to develop fresh methodologies and new perspectives on children’s culture and the uses of the past.Bringing together scholars from across a range of disciplines, including Classics, English and History, this volume is for researchers and students interested in the afterlives of the past, the history of education, and child consumerism and interaction.
Even as the privileged status of Classics in education began to be questioned in the late nineteenth century, versions of Greco-Roman antiquity created for – and by – children proliferated. The Victorian press enabled some of children’s most sustained encounters with the past. As an article on ancient jokes in the Boy’s Own Paper recognised, ‘there are now countless writers who make the edification and amusement of boys their chief employment’, and antiquity was specially targeted for unconventional reinvention in periodicals.This chapter examines how classical subject matter was exploited to exemplify the balance of entertaining, informative, and religious content to which children’s periodicals aspired. Latin classes were regularly mimicked and mocked in cartoons, stories and puzzles, while articles advertised the Classical Tripos at Girton to girls reading Atalanta, or explained ‘the advantages of a classical education’ in Boy’s Own.In response to readers’ feedback, Boy’s Own during the 1880s and 1890s continually revisited the idea of ‘Classical fun’. Grammatical riddles and submitted anecdotes sat alongside anachronistic cartoons. Such interactive journalism reveals Classics as a powerful example of the fine balance between Victorian pedagogy and entertainment, as well as the inextricable entanglement of adult’s and children’s consumerism.
The opening chapter of this collection, which explores the relationship between play and historical knowledge through print and material culture, begins by introducing a popular children’s board game: Wallis’s New Game of Universal History and Chronology (1814; 1840). In playing with different pasts and juxtaposing the present on one board, this game offers a practical example of how children routinely encountered multiple pasts and reveals how ephemeral, often overlooked archival material can reveal intersections between children’s culture and history.This chapter introduces how multiple pasts were often experienced simultaneously in different ways and through different media, by boys and girls across the social classes and throughout the long nineteenth century, for the purpose of amusement and instruction. It demonstrates the congruencies between consumerism, knowledge and interaction, which each of the subsequent chapters address. Here, toy-theatre evidence demonstrates the fruitfulness of multidisciplinary collaboration in exposing the cultural work of the classical and medieval pasts. This theoretical and contextual survey, with original collaborative research, explores nineteenth-century cross-fertilisation between the past and play, play and education, history and consumerism, and its impact on children’s cultures.