Alzheimer’s disease (AD) is a common neurodegenerative disease with a prevalence estimated to reach 115 million by 2050. It is characterized by abnormal extracellular accumulation of amyloid‑beta (Aβ) peptide and intracellular neurofibrillary tangles (NFTs) that result in neuro‑inflammation, synaptic dysfunction, neurotransmitter imbalance, neuronal loss, and dendritic changes. A hypothesis of neurotrophic factor (NTF) involvement in neurodegenerative diseases and their potential as a therapeutic tool has emerged. There are wide information gaps on this topic. However, consistent with this hypothesis, AD may be caused by a deficiency in neurotrophin proteins or receptors expression. In AD brains, an increase in nerve growth factor and a decrease in brain-derived neurotrophic factor in the hippocampus and certain neocortical regions, and a decrease in TrkA in the cortex and nucleus basalis has been observed. Thus, comparative data relating to recent hypotheses addressing NTF content and receptors in experimental animals and human brains, along with their potential roles in the treat ment of AD, are discussed in this review.
ObjectivesApplying technologies such as virtual reality (VR) in education has gained popularity especially in comprehending abstract and subjective phenomena. Previous studies have shown that applying a virtual reality simulation of psychosis (VRSP) is useful in increasing knowledge and empathy toward patients. Here, the efficacy of using VRSP in altering stigma, empathy and knowledge as well as side effects have been assessed in medical students in comparison with the routine education (visiting the patients).MethodAfter attending one session of lecture about positive psychotic symptoms, medical students were allocated to two groups: experiencing one session of VRSP or visiting patients under supervision as routine practice in the ward. Before and after the first session and after the second one, questionnaires of knowledge, empathy and stigma were filled by students. Finally, the results were compared in two groups.ResultsBoth interventions were effective in reducing stigma as well as increasing knowledge and empathy toward patients with psychotic experiences. VRSP could significantly reduce stigma and increase knowledge and empathy compared with the traditional visiting patients under supervision. The side effects were minimal and ameliorated right after the experience.ConclusionVRSP is an effective tool in decreasing stigma and increasing empathy and knowledge of the students and can be incorporated in psychiatric education with minimal side effects.
Psychosis, which is defined as the loss of contact with external reality, is a subjective and complex experience that has two major presentations: delusions and hallucinations. Delusions are defined in a spectrum from overvalued ideas that can be considered as the upper extreme of normal limits, to the presence of crystallised, systematic ideas, without any external proof that clearly interferes with the experiencer’s life. The same is true for hallucinations, as it can be experienced by any person in some point of their life or it can be multimodal which dominates the thinking process and leads to verbal or behavioural response. Despite the prevalence of both experiences, and even though medical students participate in theory-based education as well as apprenticeship in psychiatric wards, they find the experience non-tangible and difficult to digest. Improvement in technology has led to development of computer programmes, such as virtual reality (VR), by which the sense of immersion is induced in a simulated environment through combining sensory inputs with computer-generated graphics and effects and mostly is used through a head-mounted display. Constructivist movements have placed emphasis on active learning and visual-spatial abilities in education and VR has paved the way for its practical application. In this research project, along with producing an authentic virtual psychotic experience according to patients’ real-life experiences, we aim to assess its efficacy in improving knowledge, attitude and empathy towards people with psychotic experience, in comparison with the current method of education. Keywords: Virtual reality, psychotic experience, simulation, medical education, e-learning.
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