ObjectiveTo investigate patients’ preferences for outcomes associated with psychoactive medications.Setting/designSystematic review of stated preference studies. No settings restrictions were applied.Participants/eligibility criteriaWe included studies containing quantitative data regarding the relative value adults with mental disorders place on treatment outcomes. Studies with high risk of bias were excluded.Primary and secondary outcome measuresWe restricted the scope of our review to preferences for outcomes, including the consequences from, attributes of, and health states associated with particular medications or medication classes, and process outcomes.ResultsAfter reviewing 11 215 citations, 16 studies were included in the systematic review. These studies reported the stated preferences from patients with schizophrenia (n=9), depression (n=4), bipolar disorder (n=2) and attention deficit hyperactive disorder (n=1). The median sample size was 81. Side effects and symptom outcomes outnumbered functioning and process outcomes. Severe disease and hospitalisation were reported to be least desirable. Patients with schizophrenia tended to value disease states as higher and side effects as lower, compared to other stakeholder groups. In depression, the ability to cope with activities was found to be more important than a depressed mood, per se. Patient preferences could not consistently be predicted from demographic or disease variables. Only a limited number of potentially important outcomes had been investigated. Benefits to patients were not part of the purpose in 9 of the 16 studies, and in 10 studies patients were not involved when the outcomes to present were selected.ConclusionsInsufficient evidence exists on the relative value patients with mental disorders place on medication-associated outcomes. To increase patient-centredness in decisions involving psychoactive drugs, further research—with outcomes elicited from patients, and for a larger number of conditions—should be undertaken.Trial registration numberPROSPERO CRD42013005685.

Purpose The purpose of this paper is to explore teachers’ use of digital learning tools for teaching in higher education. Moreover, it investigates how the use of digital tools affects educational practices and how teachers experience the culture of sharing among colleagues and within the organisation. Design/methodology/approach A qualitative methodology was chosen, and semi-structured interviews were conducted with teachers at a higher education institution in Norway. The study uses the TPACK-framework, which illustrates the relationship between technology, professional content knowledge and pedagogical approaches as its theoretical foundation. Findings The findings conclude that teachers are concerned with the convergence of how technology and digital learning tools can support educational processes by engaging and involving the students. The findings further indicate that they are committed to using digital tools to motivate, engage and facilitate student-based education, which in turn leads to more reflection on teachers’ own teaching practices. Based on the theory of Professional Learning Communities, the respondents agree that sharing is a basic prerequisite for a learning organisation. They experience, however, that sharing between colleagues is easier in formal forums than at informal settings. Originality/value The rapid development of technology suggests that many sectors including the education sector must adapt to the new changes in their teaching practices. Nevertheless, many teachers merely use the basic form of digital learning tools to distribute the teaching materials, as such tools are less utilised to support students’ learning process (Fossland, 2015). The research indicates that digital learning tools have positive effect on teaching practices and that they can function as tools to improve the teachers’ own teaching practices. Positive teaching practices should also be shared in a learning organisation to improve teaching practices on an organisational level. Hence, sharing at a professional level can impact learning and the organisational culture in academic institutions.

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