Abstract
Background: Most previous studies assessing multimorbidity in asthma assessed the frequency of individual comorbid diseases. Objective: We aimed to assess the frequency and clinical and economic impact of co-occurring groups of comorbidities (comorbidity patterns using the Charlson Comorbidity Index) on asthma hospitalizations. Methods: We assessed the dataset containing a registration of all Portuguese hospitalizations between 2011-2015. We applied three different approaches (regression models, association rule mining, and decision trees) to assess both the frequency and impact of comorbidities patterns in the length-of-stay, in-hospital mortality and hospital charges. For each approach, separate analyses were performed for episodes with asthma as main and as secondary diagnosis. Separate analyses were performed by participants' age group. Results: We assessed 198340 hospitalizations in patients >18 years old. Both in hospitalizations with asthma as main or secondary diagnosis, combinations of diseases involving cancer, metastasis, cerebrovascular disease, hemiplegia/paraplegia, and liver disease displayed a relevant clinical and economic burden. In hospitalizations having asthma as a secondary diagnosis, we identified several comorbidity patterns involving asthma and associated with increased length-of-stay (average impact of 1.3 [95%CI=0.6-2.0]-3.2 [95%CI=1.8-4.6] additional days), in-hospital mortality (OR range=1.4 [95%CI=1.0-2.0]-7.9 [95%CI=2.6-23.5]) and hospital charges (average additional charges of 351.0 [95%CI=219.1-482.8] to 1470.8 [95%CI=1004.6-1937.0]) Euro compared with hospitalizations without any registered Charlson comorbidity). Consistent results were observed with association rules mining and decision tree approaches. Conclusions: Our findings highlight the importance not only of a complete assessment of patients with asthma, but also of considering the presence of asthma in patients admitted by other diseases, as it may have a relevant impact on clinical and health services outcomes.

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These are the short papers proceedings of the 3rd Symposium of Applied Science for Young Researchers – SASYR. This scientific event welcomed works by junior researchers on any research topic covered by the following three research centers: ADiT-lab (from IPVC, Instituto Politécnico de Viana do Castelo), 2Ai (from IPCA, Instituto Politécnico do Cávado e do Ave) and CeDRI (from IPB, Instituto Politécnico de Bragança). The main objective of SASYR is to provide a friendly and relaxed environment for young researchers to present their work, discuss recent results, and develop new ideas. In this way, this event offered an opportunity for the ADiT-lab, 2Ai, and CeDRI research communities to gather synergies and promote collaborations, thus improving the quality of their research. The SASYR 2023 took place at Instituto Politécnico do Cávado e do Ave, Barcelos, Portugal, on the 11th of July, 2023.

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Background: Virtual reality (VR) has the potential to be a powerful tool in promoting empathy towards inclusion, particularly for individuals with impairments such as mobility difficulties, vision deficits, or autism but also about pregnancy, which can create temporary difficulties. By immersing users in simulated environments that replicate the experiences of those with different abilities, VR can create a sense of understanding and empathy for those who face challenges in their daily lives. For example, VR experiences can simulate the experience of navigating space as someone with a mobility impairment, providing a new perspective and appreciation for the difficulties that others face. Similarly, VR experiences can simulate the experience of vision impairment, pregnancy, or autism, providing a window into the challenges faced by those with these conditions and fostering empathy and understanding. Material and Methods: During the development of this study, field experts were consulted to ensure the robustness of the methods employed. Then, questionnaires were specifically developed to explore disabilities and challenges related to inclusion and were administered to a large population. Additionally, guided interviews were conducted with individuals who possess specific impairments to gather first-hand insights. Results: The results obtained from the questionnaires and interviews provide a comprehensive overview of the inclusion challenges that necessitate attention and resolution. By drawing on the expertise of both experts and individuals with lived experiences, a holistic landscape of inclusion challenges has been established. Conclusions: The VR emerges as a powerful tool for promoting inclusion and fostering understanding among individuals. Its capacity to create immersive experiences that facilitate empathy has the potential to reshape society into a more compassionate and empathetic one. By leveraging the unique capabilities of VR, we can bridge the gap between different perspectives, fostering greater understanding, acceptance, and inclusivity.

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An immersive narrative means to promote immersion of its target audience, considering three dimensions of narrative immersion: temporal, spatial and emotional. We present and demonstrate the use of a method for evaluating and classifying these dimensions in narratives, enabling reflections for their reformulation according to the pedagogical objectives of the teacher. The method was developed as an artifact of Design Science Research (DSR). It was applied empirically in Portuguese higher education, on an asynchronous e-learning course at Universidade Aberta, which uses narratives for narrative immersion and promoting self-regulation and co-regulation of learning: Software Development Laboratory. The results show that the method enables detection of differences in the level of use of the various dimensions of narrative immersion, as shown for a sample case. This analysis, beyond its usefulness for this evaluation and classification upon narratives, enables their creators (e.g. teachers and non-specialist professionals) to become aware of these situations. Therefore, it provides an overview and supports grounded reflection, inspiring interventions to reformulate the dimensions of narrative immersion that one wants to provide to the target audience.;Uma narrativa imersiva deve prover a imersão do público-alvo considerando três dimensões de imersão narrativa: temporal, espacial e emocional. Apresentamos e exemplificamos o uso de um método que avalia e classifica estas dimensões em narrativas, apoiando reflexões para a sua alteração, de acordo com os objetivos pedagógicos almejados pelo docente. O método foi desenvolvido enquanto artefacto de Design Science Research (DSR). Foi aplicado empiricamente numa unidade curricular do ensino superior português em regime de e-learning assíncrono na Universidade Aberta, que utiliza narrativas para imersão narrativa e promover a autorregulação e corregulação das aprendizagemns: Laboratório de Desenvolvimento de Software. Os resultados indicam que o método permite detectar diferenças de nível de recurso às várias dimensões de imersão narrativa, como ocorreu no caso apresentado. Esta análise, além de permitir esta avaliação e classificação em narrativas, dá aos seus criadores (e.g., professores e profissionais não especialistas) consciência destas situações ao longo da narrativa. Possibilita, desta forma, uma visão global e uma reflexão fundamentada, que pode inspirar intervenções para reformular as dimensões de imersão narrativa a proporcionar ao público-alvo.