Baseline self-report 'central mechanisms' trait predicts persistent knee pain in the Knee Pain in the Community (KPIC) cohort.

OBJECTIVES: We investigated whether baseline scores for a self-report trait linked to central mechanisms predict 1 year pain outcomes in the Knee Pain in the Community cohort. METHOD: 1471 participants reported knee pain at baseline and responded to a 1-year follow-up questionnaire, of whom 204 underwent pressure pain detection thresholds (PPTs) and radiographic assessment at baseline. Logistic and linear regression models estimated the relative risks (RRs) and associations (β) between self-report traits, PPTs and pain outcomes. Discriminative performance for each predictor was compared using receiver-operator characteristics (ROC) curves. RESULTS: Baseline Central Mechanisms trait scores predicted pain persistence (Relative Risk, RR = 2.10, P = 0.001) and persistent pain severity (β = 0.47, P < 0.001), even after adjustment for age, sex, BMI, radiographic scores and symptom duration. Baseline joint-line PPTs also associated with pain persistence (RR range = 0.65 to 0.68, P < 0.02), but only in univariate models. Lower baseline medial joint-line PPT was associated with persistent pain severity (β = -0.29, P = 0.013) in a fully adjusted model. The Central Mechanisms trait model showed good discrimination of pain persistence cases from resolved pain cases (Area Under the Curve, AUC = 0.70). The discrimination power of other predictors (PPTs (AUC range = 0.51 to 0.59), radiographic OA (AUC = 0.62), age, sex and BMI (AUC range = 0.51 to 0.64), improved significantly (P < 0.05) when the central mechanisms trait was included in each logistic regression model (AUC range = 0.69 to 0.74). CONCLUSION: A simple summary self-report Central Mechanisms trait score may indicate a contribution of central mechanisms to poor knee pain prognosis

An evaluation of a public partnership project between academic institutions and young people with Black African, Asian and Caribbean heritage

BackgroundThis project (named Reinvent) aimed to promote Public Involvement (PI) in health research. Academics worked with a community group, the Eloquent Praise &amp; Empowerment Dance Company, to develop a community partnership with young people from Black African, Asian and Caribbean heritage communities. The goal of this paper is to evaluate the Reinvent project for key learnings on how to engage and build partnerships with young people from Black African, Asian and Caribbean heritage communities.MethodsReinvent developed a steering group which consisted of five young people, one academic, a Race Equality Ambassador and the Director of Eloquent. The steering group co-produced an agenda for two workshops and the evaluation tools used. The content of the workshops included drama exercises, discussions on physical and mental health, nutrition and school-life, short introductions to the concepts of research and PI, and group work to critique and improve a video currently used to promote PI in health research to young people. The evaluation tools included using the ‘Cube’ evaluation framework, video-blogging and collecting anonymous feedback.FindingsThe responses to the ‘Cube’ evaluation framework were positive across all four domains (agenda, voice, contribute change) in both workshops. A few of the young people described having a better understanding of the meaning and practice of PI in a video-blog. The anonymous feedback suggested that the workshops had increased young people’s confidence in sharing their thoughts and opinions about health and PI.ConclusionReinvent has shown that academic institutions and young people from an under-served community can partner to co-design workshops and apply evaluation tools. Working with young people in an environment in which they were comfortable, and by researchers joining in with the activities that the young people enjoyed (such as dance), enabled more informal and open conversations to develop. More work is needed to build upon this project so that young people can feel confident and supported to get involved in PI activities relating to research

Evaluating the implementation of curriculum reform: the perspectives of Welsh teachers navigating the new health and wellbeing area of learning experience

The Curriculum for Wales became statutory for Welsh schools in September 2022. This study aimed to gather insight from Welsh teachers embedding the New Curriculum for Wales within their context, with a specific focus on the implementation of the Health and Wellbeing (HWB) Area of Learning and Experience (AoLE). Participants included fifteen teachers (secondary n=8, primary n=7), currently teaching in Wales, who had been involved in the curriculum design of the HWB AoLE within their context. This research utilised a novel research design combining both research insight and professional learning within an innovative workshop design. A qualitative case study approach was used with multiple data entry points (work booklet, audio recordings, workshop tasks, online evaluation form) during a one-day workshop event. The case study was underpinned by a modified appreciative inquiry approach. The data was analysed using inductive thematic analysis. This study was successful in gathering insight from Welsh teachers. Reflecting upon the implementation of the new Curriculum for Wales has useful implications for other countries worldwide that are considering curriculum reform. This research recommends that the implementation of pedagogical and curricular change be taken as seriously as the new curriculum content itself

Evaluating the implementation of curriculum reform: the perspectives of Welsh teachers navigating the new health and wellbeing area of learning experience

The Curriculum for Wales became statutory for Welsh schools in September 2022. This study aimed to gather insight from Welsh teachers embedding the New Curriculum for Wales within their context, with a specific focus on the implementation of the Health and Wellbeing (HWB) Area of Learning and Experience (AoLE). Participants included fifteen teachers (secondary n = 8, primary n = 7), currently teaching in Wales, who had been involved in the curriculum design of the HWB AoLE within their context. This research utilised a novel research design combining both research insight and professional learning within an innovative workshop design. A qualitative case study approach was used with multiple data entry points (work booklets, audio recordings, workshop tasks, online evaluation form) during a one-day workshop event. The case study was underpinned by a modified appreciative inquiry approach. The data were analysed using inductive thematic analysis. This study was successful in gathering insight from Welsh teachers. Reflecting upon the implementation of the new Curriculum for Wales has useful implications for other countries worldwide that are considering curriculum reform. This research recommends that the implementation of pedagogical and curricular change be taken as seriously as the new curriculum content itself

An evaluation of a public partnership project between academic institutions and young people with Black African, Asian and Caribbean heritage

Background This project (named Reinvent) aimed to promote Public Involvement (PI) in health research. Academics worked with a community group, the Eloquent Praise & Empowerment Dance Company, to develop a community partnership with young people from Black African, Asian and Caribbean heritage communities. The goal of this paper is to evaluate the Reinvent project for key learnings on how to engage and build partnerships with young people from Black African, Asian and Caribbean heritage communities. Methods Reinvent developed a steering group which consisted of five young people, one academic, a Race Equality Ambassador and the Director of Eloquent. The steering group co-produced an agenda for two workshops and the evaluation tools used. The content of the workshops included drama exercises, discussions on physical and mental health, nutrition and school-life, short introductions to the concepts of research and PI, and group work to critique and improve a video currently used to promote PI in health research to young people. The evaluation tools included using the ‘Cube’ evaluation framework, video-blogging and collecting anonymous feedback. Findings The responses to the ‘Cube’ evaluation framework were positive across all four domains (agenda, voice, contribute change) in both workshops. A few of the young people described having a better understanding of the meaning and practice of PI in a video-blog. The anonymous feedback suggested that the workshops had increased young people’s confidence in sharing their thoughts and opinions about health and PI. Conclusion Reinvent has shown that academic institutions and young people from an under-served community can partner to co-design workshops and apply evaluation tools. Working with young people in an environment in which they were comfortable, and by researchers joining in with the activities that the young people enjoyed (such as dance), enabled more informal and open conversations to develop. More work is needed to build upon this project so that young people can feel confident and supported to get involved in PI activities relating to research