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Functioning of post-COVID-19 patients : a cross-sectional study at the outpatient clinic for long-term effects
No full textBackground: After COVID-19 infection, long-term impacts on functioning may occur. We studied the functioning of patients with post-COVID-19 condition (PCC) and compared them to controls without PCC. Methods: This cross-sectional study consisted of 442 patients with PCC referred to rehabilitation at the Helsinki University Hospital (HUS) Outpatient Clinic for the Long-Term Effects of COVID-19, and 198 controls without PCC. Functioning was assessed with a questionnaire including WHODAS 2.0. Patients underwent physical testing including a hand grip strength test (HGST) and a 6-minute walking test (6MWT). Lifestyle was assessed by questionnaire and comorbidities were collected as ICD-10 codes from the HUS Data Lake on the HUS Acamedic platform. Results: The WHODAS 2.0 average total score was 34 (SD 18) (moderate functional limitation) for patients with PCC and 6 (SD 8) (normal or mild limitation) for the controls. The disability was higher in all aspects of WHODAS 2.0 in patients with PCC. Bivariate binomial and multivariable regression analyses showed that the presence of comorbidities, anxiety, depression, and smoking predicted a WHODAS 2.0 score of 24 (moderate functional limitation) or above in the PCC group. The average 6MWT distance was 435 m (SD 98 m) in patients with PCC and 627 m (SD 70 m) in controls. HGST measurements showed no significant differences from controls. Conclusions: In conclusion, patients with PCC had significantly reduced functioning based on WHODAS 2.0 scores and the 6MWT results. Comorbidities, anxiety, depression, and smoking were associated with moderate or severe limitations in functioning. Findings support that PCC is multifactorial and requires a holistic approach to rehabilitation.Peer reviewe
Can ChatGPT provide high-quality patient information on male lower urinary tract symptoms suggestive of benign prostate enlargement?
No full textBackground: ChatGPT has recently emerged as a novel resource for patients’ disease-specific inquiries. There is, however, limited evidence assessing the quality of the information. We evaluated the accuracy and quality of the ChatGPT’s responses on male lower urinary tract symptoms (LUTS) suggestive of benign prostate enlargement (BPE) when compared to two reference resources. Methods: Using patient information websites from the European Association of Urology and the American Urological Association as reference material, we formulated 88 BPE-centric questions for ChatGPT 4.0+. Independently and in duplicate, we compared the ChatGPT’s responses and the reference material, calculating accuracy through F1 score, precision, and recall metrics. We used a 5-point Likert scale for quality rating. We evaluated examiner agreement using the interclass correlation coefficient and assessed the difference in the quality scores with the Wilcoxon signed-rank test. Results: ChatGPT addressed all (88/88) LUTS/BPE-related questions. For the 88 questions, the recorded F1 score was 0.79 (range: 0–1), precision 0.66 (range: 0–1), recall 0.97 (range: 0–1), and the quality score had a median of 4 (range = 1–5). Examiners had a good level of agreement (ICC = 0.86). We found no statistically significant difference between the scores given by the examiners and the overall quality of the responses (p = 0.72). Discussion: ChatGPT demostrated a potential utility in educating patients about BPE/LUTS, its prognosis, and treatment that helps in the decision-making process. One must exercise prudence when recommending this as the sole information outlet. Additional studies are needed to completely understand the full extent of AI’s efficacy in delivering patient education in urology.Peer reviewe
Exploring the influence of physical and chemical factors on new particle formation in a polluted megacity
No full textDelhi is one of the most polluted regions in the world, yet studies focusing simultaneously on atmospheric aerosol particle size distribution (PSD) and chemical composition, as well as their inter-relationship, are still lacking. Additionally, the high condensation sink (CS) in Delhi has drawn less attention to new particle formation (NPF) and the role of chemical composition. This study explored the intricate interplay among particle size distribution, meteorology, and chemical composition within the atmospheric environment of Delhi. Our findings reveal pronounced seasonal variations in the particle number and mass concentration levels following variations in atmospheric conditions and emission sources across different seasons. Furthermore, we identified condensation sink as a primary factor governing the NPF, with no NPF event observed when daytime CS was above 0.06 s−1. While precursors such as H2SO4 and NH3 were abundant, they did not appear to be limiting factors for NPF. However, due to the lack of direct measurements of sub-10 nm particles and precursor gases such as H2SO4, amines, and organic vapours, the conclusions regarding the role of chemical precursors remain speculative. Furthermore, on days with comparable condensation sinks, the chemical composition exhibits no significant variation between NPF and non-NPF days, with organics contributing to about 50% of the PM2.5, emphasizing the dominance of physical processes. Our observations highlight the critical influence of relative humidity on particle formation, with higher atmospheric liquid water content inhibiting NPF. Additionally, we investigated the simultaneous time variations in PSD and mass composition of PM2.5, revealing significant mass composition variations during the first (daytime) and second (night-time) growth. Notably, during the daytime growth of nucleated particles, increases in sulphate and low volatile oxygenated organics suggest the involvement of sulphuric acid and oxidized vapours in early particle growth. However, the unclear relationship between the growth rate and chemical composition reveals the complexity of new particle formation in polluted environments such as Delhi. While PM2.5 composition offers insights into growth processes, its relevance to nucleation-mode particles is limited. Thus, this study further emphasizes the need for sub-10 nm PSD and precursor gaseous measurements to seek a better understanding of NPF in a high CS environment in the Global South.Peer reviewe
Stepwise processing of Chlorella sorokiniana confers plant biostimulant that reduces mineral fertilizer requirements
No full textWe developed a stepwise method to transform Chlorella sorokiniana microalgal biomass into a potent biostimulant. The method, including maceration, high-pressure homogenization, and enzymatic hydrolysis, preserves the bioactive properties of the biomass as a biostimulant while minimizing plant inhibitory effects. Fractions were characterized individually, and optimal concentrations were determined using a rapid Arabidopsis root assay. A blend of optimal concentrations of fractions was identified as the most stimulating extract, increasing the root elongation by 25 %. When applied to tomato plants and monitored using high-throughput plant phenotyping, the blend displayed a 25 % reduction in mineral fertilizer use. Metabolomic analysis of the tomato plants showed significantly enhanced carbon and nitrogen metabolism in the leaves. Our findings indicate that the stepwise processing not only produces an effective biostimulant but also generates substantial residual biomass for a potential multiproduct biorefinery approach that can improve the overall techno-economic outlook.Peer reviewe
Electrostatic boundary problems and T-matrix for the dielectric half-spheroid
No full textWe solve the electrostatic boundary problems of a dielectric or conducting hemispheroid (half-spheroid) under arbitrary excitation. The solutions are obtained by expanding the potentials as series of spheroidal harmonics, and integrating over the boundary to obtain matrix equations which can be used to solve for the coefficients. The solutions are used to derive the capacity, polarizability and spatial fields. We simplify the results to that for a hemisphere, which for specific excitation fields agrees with the literature. We make a link to the T-matrix method, and present analytic expressions for the T-matrix and auxiliary Q and P matrices in the electrostatic limit. We show that the standard T-matrix approach of the extended boundary condition method (EBCM) cannot be used for this geometry, and that the P and Q-matrices do not match the EBCM form.Peer reviewe
Epäoikeudenmukaisuuksien näkyväksi tekeminen : Ihmisoikeuskasvatuksen oikeudellisten, poliittistan ja moraalisten ideaalien uudelleentarkastelu epäideaalissa maailmassa
No full textThe aim of this thesis is to critically examine the realisation of the legal, political and moral ideals of human rights education (HRE) so that HRE and the field of education in general could better respond to inequalities and injustices. States around the world have accepted HRE as a human right, but it is known that teacher education has been carried out unsystematically. Inadequate implementation of HRE leads to ignorance of human rights, allowing human rights violations and persistent inequalities to continue. States’ ambivalent relationship with HRE creates the research problem of this thesis which I call the double reality of (in)equality in education. While human rights are officially valued in this double reality, education simultaneously reproduces inequality. This thesis provides a novel interpretation of this double reality of (in)equality through critical HRE. Concurrently, human rights are challenged by rising authoritarianism, polarisation, populism and the questioning of common values. These tendencies involve risks for society’s ability to oppose oppression, injustice and the protection of the marginalised. I claim that the theory and practice of HRE are incomplete if they focus only on the ideals, because then inequality or injustice are not taught to be seen in the first place and teachers do not receive proper education on HRE.
This thesis responds to the scarcity of HRE research in Finland, contributes to the general lack of theoretical analyses of HRE and the emerging field of critical HRE. The current critical HRE discussion has challenged human rights for being too abstract and idealised and thus failing to meet the realities of inequalities. Critiques have emphasised the political contestedness of rights and the abstract false universalism of human rights. While many critiques offer important insights for revising HRE, some of them lead to moral philosophical problems. In this thesis, I will suggest a novel theoretical approach drawing on nonideal theory. Nonideal theory has been neglected hitherto in the critical HRE discussion. This novel approach takes criticisms into account but defends a non-bargainable universal moral core of human rights. I will problematise especially some pejorative uses of morality, universalism and normativity. This approach draws on the nonideal theorising of Judith Shklar and Brooke Ackerly among others.
This thesis constructs an unprecedented interdisciplinary contribution to HRE drawing on critical and feminist perspectives in educational sciences, human rights law and moral philosophy. Thus, it reconstructs a novel philosophically informed socio-critical methodology. The thesis consists of three interrelated sub-studies, this thesis summary and combines empirical and theoretical research. The empirical sub-studies I and II analyse HRE in Finnish teacher education and are united in their critical approach of challenging the idea of exceptionalism where human rights are seen as already achieved. Sub-study II analyses the past 50 years of equality and human rights work in teacher education. The empirical data comprises student teachers’ questionnaire answers and essays (n=311) in 2019 and human rights policy documents (n=90) between 2011 and 2021. The methods used include content analysis (sub-study I), historically informed discursive reading unveiling discursive practices (sub-study II) and philosophical inquiry (sub-study III).
Empirical findings suggest that the realisation of HRE’s legal and political ideals in Finnish teacher education is inadequate. Students describe a lack of HRE and how they see HRE as an important and timely part to be included in their professional training. The sub-study II reveals that short-term project-based development of HRE is now emerging in similar fashion to what has been done earlier in equality work. A discursive reading reveals separate discursive realities of equality and HRE; the official discourse claiming exceptionalism, students describing ignorance, and human rights policies suggesting improvements. However, suggestions are neglected, or only short-term projects are initiated. Projects tend to depend on individuals and contribute to a historical “amnesia” of previous results leading to repetition of similar topics. The alleged exceptionalism does not enable a focus on equality and human rights policies’ goals. Additionally, a constructed theoretical frame for analysing reproduction of inequalities illustrates how ambivalence, ignorance and innocence partake of the illusion that there is no need for improvements concerning equality or HRE. Sub-study III describes novel nonideal HRE suggesting that resisting dehumanisation is central. Dehumanisation is at the core of human rights violations, ranging from subtle mistreatment to causing genocides. Nonideal HRE can reveal the invisible injustices and enhance the dismantling of inequalities through education.
My empirical argument is that teachers are not ideal actors who know by themselves how to implement HRE without training that enhances legal knowledge, critical thinking and ethical sensibility. Nationally systematic HRE in teacher education is not going to be achieved through short-term projects or declarations of value ideals. Furthermore, the fragmentation of education, human rights and equality policy is a problem. The theoretical frame of this thesis contributes to underexplored moral philosophical aspects of HRE. My theoretical argument is that nonideal HRE can transgress the impasse between universalistic or liberal accounts of human rights and their discontents because it takes criticism seriously, focuses on real injustices, but does not deny the non-bargainable moral core of human rights. The nonideal HRE that I suggest enlivens the political and moral imagination, disturbs passive injustice and increases moral sensibility and fuller moral understanding. For the ideals of human rights to be realised, HRE is required. HRE is necessary for people to be able to critically evaluate the realisation of human rights and to criticise, evolve and defend the system. Only by taking injustice seriously, can education and HRE dismantle inequalities. This thesis offers a practical and theoretical contribution to critical HRE in the context of polarising societies and global crises. This context creates an urgent need to educate people who can see injustices, can globally cooperate and act for common moral concerns beyond one’s own interests.Tämän tutkimuksen tavoitteena on tarkastella kriittisesti ihmisoikeuskasvatuksen oikeudellisten, poliittisten ja moraalisten ideaalien toteutumista, jotta ihmisoikeuskasvatus ja kasvatusala yleisesti voisivat paremmin purkaa eriarvoisuutta ja epäoikeudenmukaisuutta. Valtiot eri puolilla maailmaa ovat hyväksyneet ihmisoikeuskasvatuksen ihmisoikeudeksi, mutta tutkimusten mukaan opettajankoulutus on toteutunut epäjärjestelmällisesti. Ihmisoikeuskasvatuksen riittämätön toteutuminen johtaa ihmisoikeuksia koskevaan tietämättömyyteen, jolloin ihmisoikeusloukkaukset ja eriarvoisuus saavat jatkua. Valtioiden ambivalentti suhde ihmisoikeuskasvatukseen tuottaa tämän tutkimuksen tutkimusongelman, jota kutsun koulutuksen (epä)yhdenvertaisuuden kaksoistodellisuudeksi. Siinä ihmisoikeuksia arvostetaan virallisesti, mutta samalla koulutus uusintaa eriarvoisuutta. Tutkimus tuo uuden näkökulman tähän kaksoistodellisuuteen kriittisen ihmisoikeuskasvatuksen kontekstissa. Samalla ihmisoikeuksia haastavat lisääntyvät autoritaarisuus, polarisaatio, populismi ja yhteisten arvojen kyseenalaistus. Nämä vaarantavat yhteiskunnan kyvyn vastustaa epäoikeudenmukaisuutta ja suojata marginalisoituja. Esitän, että ihmisoikeuskasvatuksen teoria ja käytäntö ovat puutteellisia, jos niissä keskitytään vain ideaaleihin, koska silloin eriarvoisuutta tai epäoikeudenmukaisuutta ei opita näkemään, eikä opettajille järjestetä riittävää ihmisoikeuskasvatusta.
Tutkimus vastaa ihmisoikeuskasvatuksen tutkimuksen vähäisyyteen Suomessa, sen yleiseen teoreettisten analyysien puutteeseen ja kasvavaan kriittisen ihmisoikeuskasvatuksen tutkimusalaan. Nykyisessä kriittisessä keskustelussa ihmisoikeuksia on arvosteltu liian abstrakteina ja idealisoituina vastaamaan eriarvoisuuden todellisuuteen. Kritiikit korostavat oikeuksien poliittista kiistanalaisuutta ja kritisoivat abstraktia valheellista universalismia. Vaikka monet kritiikit tarjoavat tärkeitä näkökulmia, jotkin niistä johtavat moraalifilosofisiin ongelmiin. Ehdotan uutta teoreettista lähestymistapaa hyödyntäen ei-ideaaliteoriaa. Ei-ideaaliteoria on tähän asti huomiotta jäänyt näkökulma kriittisessä ihmisoikeuskasvatuksessa. Uudessa lähestymistavassani kritiikki otetaan huomioon, mutta puolustetaan ihmisoikeuksien universaalia moraalista ydintä. Problematisoin erityisesti joitakin moraalin, universalismin ja normatiivisuuden halventavia käyttötapoja. Lähestymistapa nojaa muun muassa Judith Shklarin ja Brooke Ackerlyn tutkimuksiin.
Väitöskirja tarjoaa uudenlaisen tieteidenvälisen näkökulman ihmisoikeuskasvatukseen, jossa hyödynnetään kasvatustieteiden, ihmisoikeusjuridiikan ja moraalifilosofian kriittisiä ja feministisiä näkökulmia. Siksi se kehittää uuden filosofisesti informoidun yhteiskunnallis-kriittisen metodologian. Väitöskirja koostuu kolmesta toisiinsa liittyvästä osatutkimuksesta, yhteenvedosta sekä empiirisen ja teoreettisen tutkimuksen yhdistelmästä. Empiiriset osatutkimukset I ja II analysoivat ihmisoikeuskasvatusta suomalaisessa opettajankoulutuksessa, ja niitä yhdistää kriittinen lähestymistapa, joka haastaa ajatusta erinomaisuudesta, jossa ihmisoikeudet nähdään jo saavutettuina. Osatutkimus II analysoi viimeisen 50 vuoden aikana tehtyä tasa-arvo- ja ihmisoikeustyötä opettajankoulutuksessa. Empiirinen aineisto koostuu opettajaopiskelijoiden kyselyvastauksista ja esseistä (n=311) vuonna 2019 ja ihmisoikeuspoliittisista asiakirjoista (n=90) vuosina 2011–2021. Menetelminä ovat sisällönanalyysi (osatutkimus I), historiallisesti informoitu diskursiivisia käytäntöjä paljastava diskursiivinen luenta (osatutkimus II) ja filosofinen analyysi (osatutkimus III).
Empiiriset tulokset viittaavat siihen, että ihmisoikeuskasvatuksen oikeudellisten ja poliittisten ideaalien toteutuminen opettajankoulutuksessa on riittämätöntä. Opiskelijat kuvaavat ihmisoikeuskasvatuksen puutetta ja sitä, miten he näkevät sen tärkeäksi ja ajankohtaiseksi osaksi ammatillista koulutustaan. Osatutkimus II osoittaa, että samanlainen lyhytkestoisten projektien kehittämistyö on nousemassa esiin ihmisoikeuskasvatuksessa kuin mitä tasa-arvotyössä on jo tehty. Diskursiivinen luenta paljastaa erilliset diskursiiviset todellisuudet: virallinen diskurssi väittää erinomaisuutta, opiskelijat kuvaavat tietämättömyyttä ja ihmisoikeuspolitiikassa ehdotetaan parannuksia. Ehdotukset jätetään kuitenkin huomiotta tai käynnistetään lyhyen aikavälin hankkeita. Hankkeet ovat usein riippuvaisia yksittäisistä henkilöistä, ja niihin kuuluu aiempien tulosten historiallinen "muistinmenetys", joka johtaa samojen aiheiden toistumiseen. Väitetty erinomaisuus ei mahdollista keskittymistä tasa-arvo- ja ihmisoikeuspolitiikan tavoitteisiin. Lisäksi eriarvoisuuden analysoimiseksi rakennettu teoreettinen kehys havainnollistaa, miten ambivalenssi, tietämättömyys ja viattomuus osallistuvat kuvitelmaan, että yhdenvertaisuutta tai ihmisoikeuksia koskevia parannuksia ei tarvita. Osatutkimus III kuvaa uudenlaista ei-ideaalia ihmisoikeuskasvatusta, jonka keskiössä on epäinhimillisyyden vastustaminen. Epäinhimillistäminen on ihmisoikeusloukkausten ytimessä, ja sen ilmeneminen vaihtelee hienovaraisesta huonosta kohtelusta kansanmurhiin. Ei-ideaali ihmisoikeuskasvatus paljastaa näkymättömiä epäoikeudenmukaisuuksia ja edistää eriarvoisuuden purkamista koulutuksen avulla.
Empiirinen argumenttini on, että opettajat eivät ole ihanteellisia toimijoita, jotka osaavat itsestään toteuttaa ihmisoikeuskasvatusta ilman koulutusta, joka lisää oikeudellista tietoa, kriittistä ajattelua ja eettistä herkkyyttä. Kansallisesti systemaattista ihmisoikeuskasvatusta opettajankoulutuksessa ei saavuteta lyhytkestoisilla hankkeilla tai arvojen julistuksilla. Lisäksi koulutus-, ihmisoikeus-, yhdenvertaisuus- ja tasa-arvopolitiikan erillisyys on ongelma. Tutkimuksen teoreettinen viitekehys avaa ihmisoikeuskasvatuksen liian vähän tutkittuja moraalifilosofisia näkökulmia. Teoreettinen argumenttini on, että ei-ideaali ihmisoikeuskasvatus voi ylittää umpikujan universalististen ja liberaalien ihmisoikeuskäsitysten ja niiden kriitikkojen välillä, koska siinä kritiikki otetaan vakavasti ja keskitytään todellisiin epäoikeudenmukaisuuksiin, mutta ei kielletä ihmisoikeuksien moraalista ydintä. Ehdottamani ei-ideaali ihmisoikeuskasvatus elävöittää poliittista ja moraalista mielikuvitusta, häiritsee passiivista epäoikeudenmukaisuutta, lisää moraalista herkkyyttä ja täydentää moraalista ymmärrystä. Ihmisoikeuksien ideaalien toteutuminen edellyttää ihmisoikeuskasvatusta. Ihmisoikeuskasvatus on välttämätöntä, jotta ihmiset voivat arvioida oikeuksien toteutumista sekä kritisoida, kehittää tai puolustaa järjestelmää. Vain suhtautumalla vakavasti epäoikeudenmukaisuuteen koulutus voi purkaa eriarvoisuutta. Tutkimus tarjoaa käytännöllisen ja teoreettisen näkökulman kriittiseen ihmisoikeuskasvatukseen polarisaation ja globaalien kriisien ajassa. Tässä kontekstissa on kiireellistä kouluttaa ihmisiä, jotka näkevät globaalit epäoikeudenmukaisuudet, kykenevät maailmanlaajuiseen yhteistyöhön ja toimimaan yhteisten moraalisten huolenaiheiden puolesta yli omien etujensa.ei saavutettav
A molecular framework for enhancing quality control and sample integrity in forensic genome sequencing
No full textDNA typing is essential for identifying crime scene evidence and missing and unknown persons. Molecular tags historically have been incorporated into DNA typing reactions to improve result interpretation. Molecular tags like barcodes and unique identifiers are integral to MPS, aiding in sample tracking and error detection. However, these tags do not fully leverage sequence variation to enhance quality control. To address this need, molecular etches, which are synthetic oligonucleotides that serve as an internal molecular information management system, are introduced. Molecular etches encode detailed sample information improving sample workflow history, tracking, contamination detection, and authenticity verification. Validation studies demonstrate the robustness of molecular etches in genomic sequencing, making them a valuable quality tool for forensic DNA analysis.Peer reviewe
Patient complaints are not common in emergency medical services : A mixed methods study
No full textIntroduction: Patient safety has become a central research theme in emergency medical services (EMS). The population age structure is changing in high-income countries, potentially causing increases in the need for EMS. As the number of EMS missions is growing, the safety of non-conveyance has become the topic of wide discussion. Managing adverse events is part of quality management and safety improvement. This study aimed to examine the incidence, reasons, and process of complaints related to EMS. Methods: A retrospective mixed methods study was conducted on EMS-related complaints that were evaluated by Regional State Administrative Agency during 2013–2019. The data was classified according to conveyance and authority's decision, and finally analysed thematically. Results: The data included 73 complaints, 39 of which were included in the study. There were more complaints related to non-conveyance than conveyance. The authority provided administrative guidance in approximately half of the cases in both groups. One of the most common event types in both groups was related to ethical competence and conduct. Conclusions: The number of complaints was very low. A considerable portion of the complaints related to paramedics’ behavior and patient treatment. Respecting and actively listening to patients may further decrease these complaints. No administrative caveats to paramedics were observed in our data.Peer reviewe
The importance of socio-emotional skills obtained before the COVID-19 pandemic in supporting study engagement during the pandemic and transition to higher education
No full textThis study investigated the development of study engagement from the end of upper secondary school through the first and second years of higher education. The participants experienced the challenges related to the first wave of the COVID-19 pandemic while they were either university students or preparing for university entrance exams. The study employed a person-oriented approach to determine what kind of developmental trajectories emerge in study engagement when following the student participants from the end of upper secondary school through the first and second years of higher education. Furthermore, the study investigated whether socio-emotional skills obtained by the end of secondary school and before the pandemic play a role in more adaptive development through demanding restrictions related to the worldwide pandemic and general changes in the learning environment. The 852 participants answered questionnaires on study engagement and socio-emotional skills in spring 2019, and of them, 426 individuals who continued their education answered regarding study engagement again in spring 2020 and winter 2020/2021. The grades in math and Finnish language were also included. The results indicated that most students tended to experience a drop in study engagement during the first wave of COVID- 19 compared to the pre-pandemic level; however, they managed to boost their engagement back to previous levels approximately 6 months later. Students who managed to recover their engagement also tended to have higher socio-emotional skills than students who were struggling with study engagement before the pandemic or who started to struggle during the pandemic.Peer reviewe
Health information system support for collaboration between physicians and registered nurses : National cross-sectional user experience surveys from 2010 to 2023
No full textBackground: In addition to storing patient data, health information systems (HISs) should advance continuity and quality of care by supporting collaboration between physicians and registered nurses (RNs). Our aim was to study how physicians and RNs experience this support and how the situation has evolved from 2010 to 2023. Methods: Nationwide usability-focused cross-sectional surveys were conducted among Finnish physicians in 2010, 2014, 2017, and 2021 and RNs in 2017, 2020, and 2023. For this study, we selected respondents (1807–2555 physicians and 1126–1950 RNs) working in public sector wards and outpatient clinics and using the six largest electronic health record (EHR) system brands. Eight statements related to collaboration were analyzed by professional group and study year. Results: Although both professional groups rated HIS support for collaboration and information exchange between physicians and RNs relatively positively (42–69% agreed), their experiences had not improved much over the years. Continuity of care was considered good by 34–54% of physicians and 51–58% of RNs. Half of respondents were dissatisfied with the readability of nursing documentation (52–56% of physicians and 30–37% of RNs) and support for noticing new orders (40–46% of physicians and 26–36% of RNs). Only 7–30% of all respondents felt that patient summary views provided by EHR systems helped to form an overall picture of the patient's situation; however, the proportion did improve over the years. Conclusions: HISs were considered to better support collaboration among their own professional group than between physicians and RNs. As reviewing patient information forms a basis for decision making and high-quality care, EHR development should not only focus on ordering and documentation tools but also on securing multiprofessional utilization of data. Indeed, the varied needs of professional groups should be recognized in the early stages of the development process.Peer reviewe