認知機能障害 - もの忘れ - 判断力の低下 - 場所時間感覚の欠如など Fig. 1 1 性格資質環境心理ケアで改善可能行動心理症状 (BPSD) - 徘徊 - 不安焦燥 - 抑うつ状態 - 幻覚妄想 Mechanism of dementia symptoms. など [6]

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1 1,a) Visualization of Multimodal Dementia Care Skill to Promote Care Practitioners Learning Shogo Ishikawa 1,a) AyeHninPwintAung 1 Yutaka Sakane 2 Miwako Honda 3 Mio Ito 4 Yoichi Takebayashi 1 Abstract: We have developed a multimodal dementia corpus to evaluate skill of dementia care, and to promote dementia care learning. Communication skills are analyzed focused on dementia care method HUMANITUDE. Representation scheme which is designed as multi-layered helps to incorporate expert s interpretations. We show that visualization technology leads us to evaluation of care skills. Further work will address learning environment of dementia care. This research is expected to improve care skills, and make interconnected links in a care practitioner s path toward learning. Keywords: dementia informatics, multimodal dementia corpus, interaction, visualization of skills , Johoku, Naka-ku, Hamamatsu, Shizuoka , Japan 2 Digital Sensation Co., Ltd. 3 Tokyo Medical Center 4 Tokyo Metropolitan Institute of Gerontology a) ishikawa-s@inf.shizuoka.ac.jp [1] 14.5 [2] [3], [4] 1 1 QOL [5] c 2015 Information Processing Society of Japan 1

2 認知機能障害 - もの忘れ - 判断力の低下 - 場所時間感覚の欠如など Fig. 1 1 性格資質環境心理ケアで改善可能行動心理症状 (BPSD) - 徘徊 - 不安焦燥 - 抑うつ状態 - 幻覚妄想 Mechanism of dementia symptoms. など [6] BPSD: Behavioral and Psychological Symptoms of Dementia BPSD [7] [8] BPSD BPSD 2.2 E. Gineste R. Marescotti [4] DCM Table 1 skills of HUMANITUDE e-learning [9] [10] [6] 2 c 2015 Information Processing Society of Japan 2

3 コンテンツ提示事例の抽出利用者家族, 医師, 看護師, 介護職など事例持続的なケアの学習知識コンテンツ結果評価マルチモーダル認知症コーパス行為プリミティブ行為間の関係人同士の関係事例分析支援事例構造の更新専門家本人, 家族, 医師, 看護師, 介護職, などカンファレンスによるコミュニケーションの分析 2 Fig. 2 Multimodal dementia corpus to promote care practitioners learning intra-modalintermodal, multimodal-interaction 2 intra-modal 3 intra-modal 4 inter-modal, multimodal-interaction intra-modal intra-modal Web 2 Table 2 Representation of interactions by three layers. intra-modal inter-modal intra-modal multimodal- interaction intra, inter-modal 3 (intra-modal) Table 3 Design of behavior primitive based on video data. 20cm 20-50cm ture, false, -? Web OS Web Web c 2015 Information Processing Society of Japan 3

4 Table 4 Interpretations of skills of HUMANITUDE. part: eye, distance: 20cm, positionh: middle, positionv: middle/lower type: promise/congratulate/exclamation, etc.

View 5) 6) 4. 4.1 2 Panasonic HC-V750M 3 1 1 3 2 intra-modal 4 4.1.1 4 inter-modal intra-modal 4.1.2 5 ユマニチュード学習後 Fig. 4 4 言葉で間を埋める Representation of synchronism among skills.

4 4 Table 4 Interpretations of skills of HUMANITUDE. part: eye, distance: 20cm, positionh: middle, positionv: middle/lower type: promise/congratulate/exclamation, etc... pitch: normal, loudness: soft, speed: normal/slow part: shoulder/arm/hands, isusingthumb: false, media: none, stroke: slow/none ユマニチュード学習前技術を使った働きかけなし DBMS MongoDB 1) 2) 3 3) 4) View 5) 6) Panasonic HC-V750M intra-modal inter-modal intra-modal ユマニチュード学習後 Fig. 4 4 言葉で間を埋める Representation of synchronism among skills. 看護師が相手の目を近い距離で捉えられていない part: face distance: over multimodal-interaction 看護師と認知症の人の関係 Fig. 5 5 アイコンタクト intra-modal intra-modal Representation of eye contact. 看護師の視線 part: eye distance: 20cm 認知症の人の視線 part: eye distance: 20cm 20cm 20cm c 2015 Information Processing Society of Japan 4

映像の記述結果定量分析分析する観点に応じて View を変換ケアの記述 3 Fig.

看護師の行動ユマニチュード導入後 6 Table 6 Skills of HUMANITUDE (post-learning). 382.

5 映像の記述結果定量分析分析する観点に応じて View を変換ケアの記述 3 Fig. 3 tool 5 Table 5 Skills of HUMANITUDE (pre-learning) ユマニチュードの技術の見える化したつもりではなく, 前後の変化を振り返り看護師の行動ユマニチュード導入前看護師の行動ユマニチュード導入後 6 Table 6 Skills of HUMANITUDE (post-learning) View Fig. 6 Visualization of care skills c 2015 Information Processing Society of Japan 5

6 4.3 QOL [11] [1] (2015). [2] (2015). [3] (2014). [4], (2014). [5] Kevin B. W., et al.: The Clinical Learning Environment: The Foundation of Graduate Medical Education, Vol.309, No.16, pp (2013). [6] 29(5), pp (2014). [7] Boden, C., (2003). [8] 32(1), pp (2010). [9] King, C., et al.: Designing for Quality: The Understanding Dementia MOOC, Electronic Journal of e-learning, Vol.12, Issue2, p (2014). [10] : 20(5), pp (2015). [11] Eggenberger, E., et al.: Communication skills training in dementia care: a systematic review of effectiveness, training content, and didactic methods in different care settings, International Psychogeriatrics, Vol.25, Issue3, pp (2013). 5. c 2015 Information Processing Society of Japan 6

IPSJ SIG Technical Report Vol.2011-EC-19 No /3/ ,.,., Peg-Scope Viewer,,.,,,,. Utilization of Watching Logs for Support of Multi-

IPSJ SIG Technical Report Vol.2011-EC-19 No /3/ ,.,., Peg-Scope Viewer,,.,,,,. Utilization of Watching Logs for Support of Multi- 1 3 5 4 1 2 1,.,., Peg-Scope Viewer,,.,,,,. Utilization of Watching Logs for Support of Multi-View Video Contents Kosuke Niwa, 1 Shogo Tokai, 3 Tetsuya Kawamoto, 5 Toshiaki Fujii, 4 Marutani Takafumi,

認知機能障害 - もの忘れ - 判断力の低下 - 場所 時間感覚の欠如など Fig. 1 1 性格 資質 環境 心理 ケアで改善可能 行動 心理症状 (BPSD) - 徘徊 - 不安 焦燥 - 抑うつ状態 - 幻覚 妄想 Mechanism of dementia symptoms. など [6]

認知機能障害 - もの忘れ - 判断力の低下 - 場所時間感覚の欠如など Fig. 1 1 性格資質環境心理ケアで改善可能行動心理症状 (BPSD) - 徘徊 - 不安焦燥 - 抑うつ状態 - 幻覚妄想 Mechanism of dementia symptoms. など [6]