HCV epidemiology in high-risk groups and the risk of reinfection

Injecting risk behaviours among people who inject drugs (PWID) and high-risk sexual practices among men who have sex with men (MSM) are important routes of hepatitis C virus (HCV) transmission. Current direct-acting antiviral treatment offers unique opportunities for reductions in HCV-related liver disease burden and epidemic control in high-risk groups, but these prospects could be counteracted by HCV reinfection due to on-going risk behaviours after successful treatment. Based on existing data from small and heterogeneous studies of interferon-based treatment, the incidence of reinfection after sustained virological response range from 2-6/100 person years among PWID to 10-15/100 person years among human immunodeficiency virus-infected MSM. These differences mainly reflect heterogeneity in study populations with regards to risk behaviours, but also reflect variations in study designs and applied virological methods. Increasing levels of reinfection are to be expected as we enter the interferon-free treatment era. Individual- and population-level efforts to address and prevent reinfection should therefore be undertaken when providing HCV care for people with on-going risk behaviour. Constructive strategies include acknowledgement, education and counselling, harm reduction optimization, scaled-up treatment including treatment of injecting networks, post-treatment screening, and rapid retreatment of reinfections

Mitigating bias blind spot via a serious video game

We employed a serious video game to train participants on bias blind spot (BBS), capturing training effects on BBS mitigation and knowledge at three points in time. Experiment 1 (N = 703) compared the effects of hybrid training (a combination of implicit and explicit training) to implicit training; Experiment 2 (N = 620) tested the effects of just-in-time versus delayed feedback; and Experiment 3 (N = 626) examined the effects of singleplayer versus multiplayer learning environments. We also tested differences in game duration (30 vs. 60 minute play) and repetition (single vs. repeated play). Overall, the video game decreased BBS linearly over time and increased BBS knowledge at posttest, but knowledge decayed at 8-week posttest. These and other results are discussed, along with the implications, limitations, and future research directions

Cluster head selection optimization in wireless sensor network via genetic-based evolutionary algorithm

Wireless sensor network (WSN) is an embedded system comprises of spatially distributed sensor nodes where an energy-efficient mechanism is needed to prolong the network lifetime. Existing approaches for this optimization problem have several drawbacks, including non-adaptive network configuration that may cause premature death of sensor nodes. Genetic-based evolutionary algorithms such as Genetic Algorithm (GA) and Differential Evolution (DE) have been popularly used to optimize cluster head selection in WSN to improve energy efficiency for the extension of network lifetime. Therefore, the performances of GA and DE are evaluated through comparative analysis to determine their efficiency in cluster head selection optimization. Simulation results show that GA outperforms DE with higher round number for first node dies (FND) but lower round number for last node dies (LND) in terms of network lifetime. Besides, GA also leads to a network with lower number of transmission failures than DE. On the other hand, fitness convergence of GA is slower but it has higher fitness value of population

Mitigation of Cognitive Bias with a Serious Game: Two Experiments Testing Feedback Timing and Source

One of the benefits of using digital games for education is that games can provide feedback for learners to assess their situation and correct their mistakes. We conducted two studies to examine the effectiveness of different feedback design (timing, duration, repeats, and feedback source) in a serious game designed to teach learners about cognitive biases. We also compared the digital game-based learning condition to a professional training video. Overall, the digital game was significantly more effective than the video condition. Longer durations and repeats improve the effects on bias-mitigation. Surprisingly, there was no significant difference between just-in-time feedback and delayed feedback, and computer-generated feedback was more effective than feedback from other players

Mitigation of Cognitive Bias with a Serious Game: Two Experiments Testing Feedback Timing and Source

One of the benefits of using digital games for education is that games can provide feedback for learners to assess their situation and correct their mistakes. We conducted two studies to examine the effectiveness of different feedback design (timing, duration, repeats, and feedback source) in a serious game designed to teach learners about cognitive biases. We also compared the digital game-based learning condition to a professional training video. Overall, the digital game was significantly more effective than the video condition. Longer durations and repeats improve the effects on bias-mitigation. Surprisingly, there was no significant difference between just-in-time feedback and delayed feedback, and computer-generated feedback was more effective than feedback from other players

A global action agenda for turning the tide on fatty liver disease

BACKGROUND AND AIMS: Fatty liver disease is a major public health threat due to its very high prevalence and related morbidity and mortality. Focused and dedicated interventions are urgently needed to target disease prevention, treatment, and care. APPROACH AND RESULTS: We developed an aligned, prioritized action agenda for the global fatty liver disease community of practice. Following a Delphi methodology over 2 rounds, a large panel (R1 n = 344, R2 n = 288) reviewed the action priorities using Qualtrics XM, indicating agreement using a 4-point Likert-scale and providing written feedback. Priorities were revised between rounds, and in R2, panelists also ranked the priorities within 6 domains: epidemiology, treatment and care, models of care, education and awareness, patient and community perspectives, and leadership and public health policy. The consensus fatty liver disease action agenda encompasses 29 priorities. In R2, the mean percentage of "agree" responses was 82.4%, with all individual priorities having at least a super-majority of agreement (> 66.7% "agree"). The highest-ranked action priorities included collaboration between liver specialists and primary care doctors on early diagnosis, action to address the needs of people living with multiple morbidities, and the incorporation of fatty liver disease into relevant non-communicable disease strategies and guidance. CONCLUSIONS: This consensus-driven multidisciplinary fatty liver disease action agenda developed by care providers, clinical researchers, and public health and policy experts provides a path to reduce fatty liver disease prevalence and improve health outcomes. To implement this agenda, concerted efforts will be needed at the global, regional, and national levels

'Covid Keepers': practical innovations inside and outside our classrooms

The Covid-19 pandemic and ensuing lockdowns are widely reported to have presented new challenges to teaching and learning in Higher Education. The Panel submits that this experience also revealed exclusions and omissions in legal education which existed before the pandemic and which may not have otherwise been readily apparent. It will seek to identify those exclusions and omissions, together with the opportunities we now have to address them for the benefit of undergraduate law students. We refer to these opportunities to innovate as ‘Covid Keepers’. We will also anticipate the new challenges that accompany such new opportunities. Part of this panel discussion will focus on student support methods such as a peer- mentoring programme and interventions by student skills assistants, and external stakeholders such as potential employers. The practical implications and impact of establishing and running these forms of support for undergraduate students will be discussed. Empirical research conducted into the impact of an alumni-mentoring programme will also be considered. Issues to be examined during this panel presentation include: 1. The move to online – challenges and opportunities 2. Student engagement with group work in the online environment 3. How professional networks have influenced pedagogical practice during Covid-19 4. How to effectively manage external stakeholders such as employers in support of teaching & learning