Month: September 2024

On a sunny day in July in the midst of British summer, I teamed up with the brilliant Dr. Jordan A. Parsons from the University of Birmingham to put together a workshop on Artificial Intelligence (AI) in healthcare, exploring the ethical, legal, and social aspects. The event brought together a diverse group of individuals – from academia, policy, healthcare and the general public – all eager to explore these topics, with a particular emphasis on safeguarding within the framework of the UK’s National Health Service (NHS).

I introduced the workshop and delved into the ethical considerations of AI and robotics in healthcare. As AI becomes more integrated it’s important, that AI remains transparent, accountable, and aligned with human values. This topic resonated with me deeply, as I’ve always been an advocate for fairness and inclusivity in digital health.

“AI’s efficiency can sometimes reduce patient-professional interactions, potentially undermining safeguarding opportunities.”

Dr. Parsons added another layer to the discussion by focusing on safeguarding. He emphasised that safeguarding in healthcare is not just about the technical functionality of AI but also about protecting adults from abuse and neglect. Under the Care Act 2014, safeguarding is a duty for healthcare professionals, local authorities, and other public sector roles. He reminded us AI’s efficiency can sometimes reduce patient-professional interactions, potentially undermining safeguarding opportunities.

Mary Amanuel from NHS England spoke about the democratisation of AI, which I found particularly inspiring. The NHS Python Community and initiatives like the AI in Health Hackathon 2024 are pioneering efforts to ensure AI development is transparent and collaborative. It’s reassuring to see that the NHS is committed to making AI an augmentative tool rather than a replacement for clinicians.

The sociotechnical perspective shared by Dr. Carrie Heitmeyer from Government Office for Science was another eye-opener. AI systems, she argued, mirror societal hierarchies and values, and thus, their development should be inclusive and reflective of broader societal needs.

“It was a thought-provoking exercise to consider both the optimistic and pessimistic outcomes”

During the breakout sessions, we discussed the future of safeguarding within the NHS. It was a thought-provoking exercise to consider both the optimistic and pessimistic outcomes. One key takeaway for me was the realisation of how meaningful it is to involve diverse stakeholders in these conversations to ensure comprehensive and effective safeguarding measures.

The workshop concluded on a hopeful note, with participants currently developing a further funding bid to build a comprehensive understanding of how different stakeholders view the impact of AI in healthcare safeguarding and how to mitigate potential issues. This interdisciplinary approach is integral for creating ethical and effective AI systems. The knowledge gained from hosting the workshop were showcased at the Bath Clinical Advisory Group and the Institute of Medical Ethics National Conference 2024.

Reflecting on the event, one participant’s comment stood out: they noted it was the first time they had considered the need for obtaining permission from an adult experiencing abuse before reporting safeguarding issues. This is a crucial aspect often overlooked in computational models, underscoring the importance of interdisciplinary dialogue.

Overall, the workshop was a powerful reminder of the potential of AI in healthcare, tempered by the necessity of ethical considerations and safeguarding duties to ensure that these advancements benefit everyone.

By Matimba Swana

Matimba is a PhD student in the School of Engineering Mathematics & Technology and the Centre for Ethics in Medicine at the University of Bristol

Artist Hannah Broadway provided live illustrations during the session, capturing the essence and discussions visually.

 

Finding enjoyable, safe, and stimulating opportunities to be physically active can be challenging – especially for neurodivergent teenage girls who are often excluded from school and team sport activities. So how can we better understand and meet their needs? Is Nordic Walking a suitable activity? We conducted a participatory workshop to find out.

For the workshop, we involved 12 participants, including neurodivergent young women, professionals working in NHS mental health services, a charity supporting neurodivergent girls/women, a Nordic Walking instructor and University researchers in autism and physical activity. It was important for us to involve relevant interest groups in a way that would encourage ‘knowledge mobilisation’, i.e. individuals sharing knowledge to generate new insights and come up with solutions to current challenges. When planning this workshop, we focused specifically on making sure that we had a location and schedule that would reduce any potential sensory issues and gave participants freedom to engage how they wanted. For example, we encouraged participants to sit, stand or move, offered regular breaks and gave different options for contributing by drawing, writing or speaking.

When planning this workshop, we focused specifically on making sure that we had a location and schedule that would reduce any potential sensory issues and gave participants freedom to engage how they wanted. 

During the workshop, participants were encouraged to collectively think about what physical activity means for them, what challenges they face, how these can be solved and who should work together to improve community provisions for neurodivergent girls. We also included a presentation from an experienced Nordic Walking instructor, and the Lead for Children and Teens Education at the International Nordic Walking Federation, to highlight Nordic Walking as an alternative activity to more traditional (team) sports. Nordic Walking has shown some promise to improve confidence and movement skills, such as coordination, among neurodivergent children and young people. Whilst Nordic Walking is not yet a widely known activity, our participants were intrigued to learn more about what it is and encouraged us to continue to explore alternative activities that are suitable for neurodivergent youth. Based on their reflections, provisions should more frequently involve activities like walking, yoga, dance, swimming, climbing, horse riding, gardening and theatre. For us as researchers, it was very interesting to observe participants showing such nuanced understanding of how physical activity can involve any form of movement.

One of the most powerful insights was that physical activity in schools, for example during PE or in after school clubs, often does not (at all!) meet the needs of neurodivergent teenage girls. Echoey sports halls, smelly changing rooms and uncomfortable PE uniforms can cause sensory difficulties for neurodivergent pupils and create a sense of dread and frustration. Many also felt that school-based activities often come with a lot of pressure and fear of judgement. On the other hand, we learned that when physical activity is a choice and done without pressure or rules, it can be fun, help with brain fog, give time to think, “get the fizzy out” and create a “perfect flow”.

Participants felt that “neurodivergent advocates” should be involved in the design and delivery of activities

We encouraged our participants to jointly think about how to create more suitable, inclusive physical activity provisions. They were asked to collaboratively explore current challenges and use their shared knowledge to make recommendations. Participants felt that “neurodivergent advocates” should be involved in the design and delivery of activities and instructors should account for different skill levels and show acceptance when participants struggle. Also, personal space should be respected and smaller group sizes considered to help with social interaction. Unacceptable behaviour by other participants should be addressed and staff should be educated on the needs of neurodivergent youth.

Our participants’ experiences have helped us understand that focusing on creating suitable community provisions for physical activity, such as Nordic Walking, is valuable, however there are also many issues within school environments that warrant attention.

This knowledge mobilisation workshop also helped us understand who should be involved in creating better physical activity opportunities. Participants felt that neurodivergent people should work with the government, schools and activity providers to offer inclusive activities that suit their needs. In addition, networking between providers and schools should be facilitated and organisations like Wesport as well as NHS services for mental health and social prescribing should work with activity providers and neurodivergent advisors.

As a next step in our research, we are planning a bigger project that will involve neurodivergent teenage girls and their parents/carer as well as key organisations in physical activity and sport. We hope to continue to improve our understanding of what is needed to create suitable provisions to support the health and wellbeing of neurodivergent youth.

Reflecting on the workshop, our participants shared that they felt they were in a safe and open space that allowed them to engage with others in a meaningful way. We have profound appreciation for their willingness to share their experiences and want to continue to listen, understand and act with their needs in mind.

 

By Dr Kim Straun and Dr Miranda Armstrong

Kim is a Lecturer in Child Health, Nutrition and Physical Activity and Miranda is an Associate Professor in Physical Activity and Health.