D-WISE: Diabetes Web-Centric Information and Support Environment: Conceptual Specification and Proposed Evaluation

AbstractObjectiveTo develop and evaluate Diabetes Web-Centric Information and Support Environment (D-WISE) that offers 1) a computerized decision-support system to assist physicians to A) use the Canadian Diabetes Association clinical practice guidelines (CDA CPGs) to recommend evidence-informed interventions; B) offer a computerized readiness assessment strategy to help physicians administer behaviour-change strategies to help patients adhere to disease self-management programs; and 2) a patient-specific diabetes self-management application, accessible through smart mobile devices, that offers behaviour-change interventions to engage patients in self-management.MethodsThe above-mentioned objectives were pursued through a knowledge management approach that involved 1) Translation of paper-based CDA CPGs and behaviour-change models as computerized decision-support tools that will assist physicians to offer evidence-informed and personalized diabetes management and behaviour-change strategies; 2) Engagement of patients in their diabetes care by generating a diabetes self-management program that takes into account their preferences, challenges and needs; 3) Empowering patients to self-manage their condition by providing them with personalized educational and motivational messages through a mobile self-management application. The theoretical foundation of our research is grounded in behaviour-change models and healthcare knowledge management.We used 1) knowledge modelling to computerize the paper-based CDA CPGs and behaviour-change models, in particular, the behaviour-change strategy elements of A) readiness-to-change assessments; B) motivation-enhancement interventions categorized along the lines of patients' being ready, ambivalent or not ready; and C) self-efficacy enhancement. The CDA CPGs and the behaviour-change models are modelled and computerized in terms of A) a diabetes management ontology that serves as the knowledge resource for all the services offered by D-WISE; B) decision support services that use logic-based reasoning algorithms to utilize the knowledge encoded within the diabetes management ontology to assist physicians by recommending patient-specific diabetes-management interventions and behaviour-change strategies; C) a mobile diabetes self-management application to engage and educate diabetes patients to self-manage their condition in a home-based setting while working in concert with their family physicians.ResultsWe have been successful in creating and conducting a usability assessment of the physician decision support tool. These results will be published once the patient self- management application has been evaluated.ConclusionsD-WISE will be evaluated through pilot studies measuring 1) the usability of the e-Health interventions; and 2) the impact of the interventions on patients' behaviour changes and diabetes control

Love, Learn, Protect: Assessing the short-term impact of Lisbon Zoo school education programs on 10-18 years old students

Tese de mestrado, Biologia da Conservação, Universidade de Lisboa, Faculdade de Ciências, 2020At a time where populations are increasingly migrating to cities, Zoos are considered privileged locations, with the responsibility of creating bridges with the natural world. With millions of visitors every year, Zoos have a large audience that can be inspired into protecting wildlife. In order to achieve this mission, Lisbon Zoo delivers more than 30 School Education Programs, adjusted to students’ school curriculum, which represent a unique conservation engagement opportunity. As research has recently shown that people with deep emotional connections and more educated towards nature have stronger interest in its conservation, Lisbon Zoo Programs have at their core the three domains of environmental education: Emotional, Cognitive and Behavioural. Although smaller target evaluations have been internally conducted, the Programs have not yet been subject to an integrated in-depth impact assessment. The main goal of this study was to assess the short-term impact of Lisbon Zoo School Education Programs, by measuring the effect of three Programs on 10-18 years old students’ Emotion, Knowledge and Behaviour domains. Moreover, we aimed to understand how these domains interact with each other. We used a control-treatment design, with pre-post Program questionnaires that gathered both quantitative and qualitative data on students’ domains. All Programs revealed a positive cumulative influence on the three domains. Nonetheless, some specific outcomes, namely nature awareness, knowledge about ecosystems and evolution, concern about plants, and the ability to name useful pro-conservation actions, were not reached in all age groups. Regarding domains’ interaction, we found a positive relation between Emotion and Behaviour in 10-12 and 12-15 years old students and between Knowledge and Behaviour in 15-18 years old’s. These findings will be crucial in future development and implementation of Programs at Lisbon Zoo, supporting its Education Strategy of Educating for nature Conservation. Furthermore, they highlight the value of incorporating Emotion, Knowledge and Behaviour in successful behavior change education at Zoos, suggesting that a Love, Learn, Protect approach leads to positive conservational outcomes

Applying a unified public relations evaluation model in a European context

The evaluation of public relations programmes has been a topic of keen interest to the public relations community for many years. A number of three level/stage models have been proposed to describe and explain the evaluation process. They have not been successful in terms of practitioner acceptance and have been criticised for being unrealistic and lacking feedback mechanisms. More recently the short-term and continuing models have been developed in response to these criticisms. This paper suggests a Unified Evaluation model which uses an established analysis of the communication/persuasion process as a framework to integrate and unify existing models that describe the public relations evaluation process. The proposed testing of this model in a European, transnational context is then outlined

Promoting Good Hygiene Practices: Key Elements and Practical Lessons

Summarizes papers and case studies about promoting hygiene in South and Southeast Asia, the Pacific, and Africa. Synthesizes lessons learned, including: know the focus groups, ensure opportunities for change, and enable and motivate good hygiene practice

When chefs adopt a school? An evaluation of a cooking intervention in English primary schools

This article sets out the findings from research on the impact of a, UK based, chefs in schools teaching programme on food, health, nutrition and cookery. Professional chefs link with local schools, where they deliver up to three sessions to one class over a year. The research measured the impact of a standardised intervention package and changes in food preparation and consumption as well as measuring cooking confidence. The target group was 9–11 year olds in four schools. The main data collection method was a questionnaire delivered 2 weeks before the intervention and 2 weeks afterwards. There was a group of four matched control schools. Those taking part in the intervention were enthused and engaged by the sessions and the impact measures indicated an intention to change. There were gains in skills and confidence to prepare and ask for the ingredients to be purchased for use in the home. Following the session with the chef, the average reported cooking confidence score increased from 3.09 to 3.35 (by 0.26 points) in the intervention group – a statistically significant improvement. In the control group this change was not statistically significant. Children’s average reported vegetable consumption increased after the session with the chef, with the consumption score increasing from 2.24 to 2.46 points (0.22 points) again, a statistically significant increase with no significant changes in the control group. The research highlights the need to incorporate evaluation into school cooking initiatives as the findings can provide valuable information necessary to fine-tune interventions and to ensure consistency of the healthy eating messages

Systematic review of the current status of cadaveric simulation for surgical training

Background: There is growing interest in and provision of cadaveric simulation courses for surgical trainees. This is being driven by the need to modernize and improve the efficiency of surgical training within the current challenging training climate. The objective of this systematic review is to describe and evaluate the evidence for cadaveric simulation in postgraduate surgical training. Methods: A PRISMA‐compliant systematic literature review of studies that prospectively evaluated a cadaveric simulation training intervention for surgical trainees was undertaken. All relevant databases and trial registries were searched to January 2019. Methodological rigour was assessed using the widely validated Medical Education Research Quality Index (MERSQI) tool. Results: A total of 51 studies were included, involving 2002 surgical trainees across 69 cadaveric training interventions. Of these, 22 assessed the impact of the cadaveric training intervention using only subjective measures, five measured impact by change in learner knowledge, and 23 used objective tools to assess change in learner behaviour after training. Only one study assessed patient outcome and demonstrated transfer of skill from the simulated environment to the workplace. Of the included studies, 67 per cent had weak methodology (MERSQI score less than 10·7). Conclusion: There is an abundance of relatively low‐quality evidence showing that cadaveric simulation induces short‐term skill acquisition as measured by objective means. There is currently a lack of evidence of skill retention, and of transfer of skills following training into the live operating theatre