Using a gamified monitoring app to change adolescents' snack intake : the development of the REWARD app and evaluation design

Background: As the snacking pattern of European adolescents is of great concern, effective interventions are necessary. Till now health promotion efforts in children and adolescents have had only limited success in changing adolescents' eating patterns and anthropometrics. Therefore, the present study proposes an innovative approach to influence dietary behaviors in youth based on new insights on effective behavior change strategies and attractive intervention channels to engage adolescents. This article describes the rationale, the development, and evaluation design of the 'Snack Track School' app. The aim of the app is to improve the snacking patterns of Flemish 14- to 16-year olds. Methods: The development of the app was informed by the systematic, stepwise, iterative, and collaborative principles of the Intervention Mapping protocol. A four week mHealth intervention was developed based on the dual-system model with behavioral change strategies targeting both the reflective (i.e., active learning, advance organizers, mere exposure, goal-setting, monitoring, and feedback) and automatic processes (i.e., rewards and positive reinforcement). This intervention will be evaluated via a controlled pre-post design in Flemish schools among 1400 adolescents. Discussion: When this intervention including strategies focused on both the reflective and automatic pathway proves to be effective, it will offer a new scientifically-based vision, guidelines and practical tools for public health and health promotion (i.e., incorporation of learning theories in intervention programs)

Integration and implementation sciences: building a new specialization

Developing a new specialization—Integration and Implementation Sciences—may be an effective way to draw together and significantly strengthen the theory and methods necessary to tackle complex societal issues and problems. This paper presents an argument for such a specialization, beginning with a brief review of calls for new research approaches that combine disciplines and interact more closely with policy and practice. It posits that the core elements of Integration and Implementation Sciences already exist, but that the field is currently characterized by fragmentation and marginalization. The paper then outlines three sets of characteristics that will delineate Integration and Implementation Sciences. First is that the specialization will aim to find better ways to deal with the defining elements of many current societal issues and problems: namely complexity, uncertainty, change, and imperfection. Second is that there will be three theoretical and methodological pillars for doing this: 1) systems thinking and complexity science, 2) participatory methods, and 3) knowledge management, exchange, and implementation. Third, operationally, Integration and Implementation Sciences will be grounded in practical application, and generally involve large-scale collaboration. The paper concludes by examining where Integration and Implementation Sciences would sit in universities, and outlines a program for further development of the field. An appendix provides examples of Integration and Implementation Sciences in action

What is the 'problem' that outreach work seeks to address and how might it be tackled? Seeking theory in a primary health prevention programme

<b>Background</b> Preventive approaches to health are disproportionately accessed by the more affluent and recent health improvement policy advocates the use of targeted preventive primary care to reduce risk factors in poorer individuals and communities. Outreach has become part of the health service response. Outreach has a long history of engaging those who do not otherwise access services. It has, however, been described as eclectic in its purpose, clientele and mode of practice; its effectiveness is unproven. Using a primary prevention programme in the UK as a case, this paper addresses two research questions: what are the perceived problems of non-engagement that outreach aims to address; and, what specific mechanisms of outreach are hypothesised to tackle these.<p></p> <b>Methods</b> Drawing on a wider programme evaluation, the study undertook qualitative interviews with strategically selected health-care professionals. The analysis was thematically guided by the concept of 'candidacy' which theorises the dynamic process through which services and individuals negotiate appropriate service use.<p></p> <b>Results</b> The study identified seven types of engagement 'problem' and corresponding solutions. These 'problems' lie on a continuum of complexity in terms of the challenges they present to primary care. Reasons for non-engagement are congruent with the concept of 'candidacy' but point to ways in which it can be expanded.<p></p> <b>Conclusions</b> The paper draws conclusions about the role of outreach in contributing to the implementation of inequalities focused primary prevention and identifies further research needed in the theoretical development of both outreach as an approach and candidacy as a conceptual framework

Systematizing Genome Privacy Research: A Privacy-Enhancing Technologies Perspective

Rapid advances in human genomics are enabling researchers to gain a better understanding of the role of the genome in our health and well-being, stimulating hope for more effective and cost efficient healthcare. However, this also prompts a number of security and privacy concerns stemming from the distinctive characteristics of genomic data. To address them, a new research community has emerged and produced a large number of publications and initiatives. In this paper, we rely on a structured methodology to contextualize and provide a critical analysis of the current knowledge on privacy-enhancing technologies used for testing, storing, and sharing genomic data, using a representative sample of the work published in the past decade. We identify and discuss limitations, technical challenges, and issues faced by the community, focusing in particular on those that are inherently tied to the nature of the problem and are harder for the community alone to address. Finally, we report on the importance and difficulty of the identified challenges based on an online survey of genome data privacy expertsComment: To appear in the Proceedings on Privacy Enhancing Technologies (PoPETs), Vol. 2019, Issue

Measuring the Global Research Environment: Information Science Challenges for the 21st Century

“What does the global research environment look like?” This paper presents a summary look at the results of efforts to address this question using available indicators on global research production. It was surprising how little information is available, how difficult some of it is to access and how flawed the data are. The three most useful data sources were UNESCO (United Nations Educational, Scientific and Cultural Organization) Research and Development data (1996-2002), the Institute of Scientific Information publications listings for January 1998 through March 2003, and the World of Learning 2002 reference volume. The data showed that it is difficult to easily get a good overview of the global research situation from existing sources. Furthermore, inequalities between countries in research capacity are marked and challenging. Information science offers strategies for responding to both of these challenges. In both cases improvements are likely if access to information can be facilitated and the process of integrating information from different sources can be simplified, allowing transformation into effective action. The global research environment thus serves as a case study for the focus of this paper – the exploration of information science responses to challenges in the management, exchange and implementation of knowledge globally

Autism and Inclusive Education: Recommendations for improvement during and after COVID-19

Context: COVID-19 has disproportionately affected the autism community yet also provided an opportunity to improve education delivery. There are several policies to ensure education for autistic children, but there are still gaps that need to be filled.  Policy Options: This policy brief analyses several interventions designed to create a more inclusive education environment for autistic children. The four policy options described and analyzed are: Teacher assistants focussing on children with special education needs, Peer Mentoring Interventions (PMI), Digitalization of Education, and Gamification. Recommendations: The analysis concludes that PMI and Gamification would be the most feasible to implement. PMI can improve the dynamic between autistic children and their neurotypical peers. Gamification enables personalization to educational needs and fluid transition to at-home education. Subsequently, the European Union already invests in gamification, making the step smaller to invest in gamification for inclusive education. &nbsp