Tool For Dialogue Research Articles

Designing a Positive Health Dialogue Tool for Adolescents and Young Adults: A Mixed Methods Study.

Being able to express and address strengths and needs related to health is an important asset to enhance resilience during emerging adulthood. Towards this end, we aimed to develop a specific version of the My Positive Health (MPH) dialogue tool for this developmental period (ages 16-25). By adopting a broad perspective on health and striving for applicability in various settings, this tool ultimately seeks to promote integrated collaboration across various domains (healthcare, social care, school). The tool was co-designed with end users, using mixed methods: a descriptive cross-sectional survey questionnaire (N = 118) followed by qualitative focus groups and interview sessions (N = 36). Participants were Dutch citizens (mean age 21.6; 79% female) who were stratified by educational level and chronic disease status (yes/no). The final selection of the content of the tool was made during expert sessions. A preference appeared for the following dimensions to be part of the dialogue tool: My body, My feelings and thoughts, Meaningfulness, Quality of life, Participation and Daily life. Each dimension was operationalised by aspects (43 in total) to facilitate reflection and dialogue. The following new aspects that are typical for emerging adulthood were formulated and included in the dialogue tool: 'Confidence in yourself', 'Being in control', 'Having confidence in the future', 'Self-expression', 'Meaningful relationships', 'Being able to work or study' and 'Ability to plan'. Other aspects derived from the adult and children's versions of the MPH dialogue tool. A dialogue tool was designed for individuals aged 16-25 in various health- and vulnerability-related conditions and with applicability in various domains. The development of the dialogue tool was specifically driven by the needs expressed by the users themselves. Planned public and patient contribution comprised consultation and collaboration in (i) design, (ii) recruitment, (iii) focus group sessions, (iv) analysis and discussion of the data and (v) dissemination. Not applicable.

Measuring Positive Health using the My Positive Health (MPH) and Individual Recovery Outcomes Counter (I.ROC) Dialogue Tools: A Panel Study on Measurement Properties in a Representative General Dutch Population

We aimed to investigate whether the dialogue tools My Positive Health (MPH) and Individual Recovery Outcomes Counter (I.ROC) tools were useful for quantitively measuring the positive health construct for monitoring and scientific purposes as well. An observational cross-sectional study was conducted in a representative general Dutch population (the LISS panel) to investigate factor structures and internal consistency from the 42-items MPH and 12-items I.ROC. After randomly splitting the dataset, principal component analysis (PCA) and confirmatory factor analysis (CFA) were applied. Pearson and Spearman correlation coefficient between both tools’ total scores were calculated. 2,457 participants completed the questionnaires. A six-factor structure was extracted for MPH (PH42) and a two-factor structure for I.ROC (I.ROC12). Explained variances were 68.1% and 56.1%, respectively. CFA resulted in good fit indices. Cronbach’s alphas were between 0.74 to 0.97 (PH42) and 0.73 to 0.87 (I.ROC12). Pearson correlation between the total scores was 0.8 and Spearman correlation was 0.77. Both PH42 and I.ROC12 are useful to quantitatively measure positive health aspects which can be summarised in sum scores. The dimensions found in this study and the corresponding item division differed from the dimensions of the original dialogue tools. Further research is recommended focussing on item reduction for PH42, factor structure of I.ROC, assessment of construct validity (in a general population) and response scales in more depth.

Climate storylines as a tool for interdisciplinary dialogue on risk decision-making: Analyzing a severe drought in southeastern South America

Recently, we are witnessing a growing interest in the study of climate narratives and storylines. These are seen as critical tools both for improving shared understandings involving different stakeholders (including scientists from different disciplines) and guiding initiatives for transformative adaptation actions and decision making. This paper approaches the storylines about a severe drought event that took place in southeastern South America (SESA) in 2008/2009 from an interdisciplinary dialogue between climatologists and anthropologists. This approach responds to the need for a more robust understanding of the event and the responses adopted locally, i.e: not restricted to physical aspects but considering socio-economic and political aspects, with the aim of contributing to the development of socially relevant climatic information for realistic climate risk decision making contexts. In particular it intends to contribute to the decision-making processes of government agencies focused on climate communication and public climate services, such as national and weather services and regional agencies. Considering disciplinary differences, we account for the interpretative polyphony regarding this event, i.e.: what each actor/sector is talking about (for what and to whom they are talking about) when referring to "the drought", and analyze climate storylines as an agonistic field of meanings. This implies recognizing the disputes and contradictions among them, how different storylines promote certain lines of argumentation and meanings to the detriment of others, knowledge gaps, the role of social power relations, socio-political order factors and their impact in terms of the necessary transformations towards an environmentally sustainable and socially just horizon.

Experiential tourism and community narratives: Non-Tourist Guidebook of Ussita

In recent decades, experiential tourism studies have developed strongly within a transforming tourism development paradigm. The enhancement of the territory is more focused on its intangible resources, and experience becomes a strategic concern within a renewed way of practicing tourism where individuals look primarily for what to experience. Tourism becomes an opportunity to create and exchange experiences by challenging conventional tourism practices and advocating new value references and new forms of tourism including experiential tourism. This article will focus on the relationship between experiential tourism and community narratives: the Non tourism Project, and particularly the Non tourism Guidebook of Ussita, a small Italian municipality in an inland area and an earthquake victim, will be presented. Non tourism is a way of understanding the encounter between a community and those from outside: the non tourist seeks an intimate and authentic relationship with a territory and the community rediscovers its identity through a collective narrative. The paper aims to investigate whether community narratives can help transform tourism into an enriching and meaningful experience, creating deep bonds between tourists and the places they visit, promoting sustainability, and enhancing local cultural heritage. The non-tourist guide, as a result of the local community’s collective storytelling experience, brings tourists closer to experiential ways of visiting and has enabled the local community to rediscover its identity through the use of narrative practices. This article aims to highlight how non-tourist guides can also be a tool for dialogue between tourists and the community through the proposal of experiential itineraries. The experience of non-tourist guides is purely Italian and is at an early but interesting stage of diffusion, with volumes covering both urban contexts and smaller and inland territories. The article is the result of an initial exploratory work (Yin, 2017) that offered a preliminary understanding of the opportunity that non-tourist guides have to promote sustainability, enhancing local resources and offering significant benefits to both tourists and host communities.

Informal professional learning through collaborative action research: Fostering backstage dialogue among new EAP teachers

Researchers agree that informal professional learning is crucial for developing new EAP teachers' expertise, but there exist few teacher-centred accounts of how context-specific projects and practices create favourable conditions for such learning. Through presenting and analysing a collaborative action research (CAR) project, this paper illustrates how CAR can facilitate informal learning among new EAP teachers. The project was conducted in the context of a large-scale EAP course at a Singaporean university, where three teachers, each possessing under three years’ experience teaching EAP, co-created an 11-page analytic rubric and reflected on their collaboration. Drawing on the written reflections of these three teachers, this paper examines how collaborative rubric development created a “backstage” setting where teachers engaged in trusting and stimulating dialogue, aimed at addressing shared concerns surrounding performance expectations and scoring practices. Through the process of drafting, revising, disseminating, and using the rubric, the three teachers clarified and adjusted their own assessment-related beliefs and practices, reflected on the limits of using rubrics to align assessment standards, and experimented with different methods of sharing their findings with other teachers. In the process, the rubric was reinvented as a dialogical tool that enabled teachers to scaffold professional learning for each other.

Case-finding for HPV vaccination eligibility within a dental office with concurrent development of a dialogue tool

BackgroundHuman papillomavirus (HPV) immunization can prevent cancers, but uptake has been incomplete (and worse with the COVID-19 pandemic). Dental clinicians already screen for oral cancers, many of which are caused by HPV, and could identify vaccination candidates, but this requires a case-finding strategy. ObjectiveThe purpose of this study was (1) to develop and test a case-finding approach to identify patients who were candidates for HPV vaccinations, (2) to test an HPV vaccination intervention by dental professionals on vaccination uptake. MethodsDesign: Prospective, non-randomized feasibility case finding study with a 4-week enrollment period and a 6 week follow up period in general dental offices.Setting: Two general and non-commercial dentistry offices in Edmonton, Alberta Canada.Subjects: Consecutive scheduled (non-emergent) patients who met the Health Canada criteria for HPV vaccination: immunocompetent males and females aged 9–45 years and those who are immunocompromised. Consent for the discussion was obtained from each subject or parent.Intervention: Scheduled dental patients meeting the inclusion criteria were flagged by a research assistant who reviewed the appointment schedule each week for 4 weeks. For these subjects, dental clinicians (dentists and dental hygienists) used our Dental Dialogue Tool to discuss HPV vaccination and answer questions. Participating patients who consented to receive the HPV vaccine were given a prescription by the attending dentist and were directed to follow-up with a local pharmacy to have the vaccine administered. Each participant that was provided with an HPV prescription was contacted after 6 weeks to identify if they received the first dose of vaccine.Outcomes: Yield of our case-finding strategy and receipt of a patient’s first HPV vaccine dose during 6 weeks post vaccine prescription. ResultsOur case-finding strategy assessed 656 scheduled patients over 4 weeks. From this screening,179 (a case-finding yield of 20.4 %), were candidates for HPV vaccine discussion. Forty-three of these 179 patients (24 %) were already vaccinated.. Two patients (1.1 %) did not consent to be spoken with and 134 (74.8 %) consented to the HPV vaccine discussion.. Forty-eight of 134 patients (35.8 %) of patients accepted a prescription from the dentist after speaking with the dental clinician. Ultimately, 8/48 (16 %) (patients received their first dose of the HPV vaccine by the 6 week of follow-up call. However, this is only 4.5 % (8/177) of those patients who did consent for the discussion of HPV cancers and vaccination from their dentist. ConclusionWe demonstrated that case-finding for HPV vaccine candidates in general dental offices was feasible, with a reasonable yield. While the dental dialogue tool was described as a great resource to explain the facts and answer questions, very few patients were vaccinated after 6 weeks of follow-up. Further work is necessary to sharpen the intervention, perhaps including follow-up discussions with the dental clinicians.

Participation 3.0 in the implementation of the energy transition-Components and effectiveness of an interactive dialogue tool (Vision:En 2040).

The allocation of renewable energy plants, especially wind turbines, is stagnating in Germany. Although the citizens approve of the energy transition, they resist concrete local projects. In recent years, research has shown that interactive map applications support participatory planning through motivation, social interaction, and knowledge transfer. We aim to reduce biases against renewable energy (RE) and support informed decision making while accepting local responsibility. We hypothesized that finding a new gamified participation format, based on behavioral mechanisms, would strengthen the empowerment of people. To this end, we designed a dialogue tool and participation format, 'Vision:En 2040', which combines: (i) a precise target electricity yield, (ii) an interactive map showing results of people's actions, information about environmental impacts, and (iii) game rules which foster cooperation. In facilitated workshops, participants simulate the allocation of wind and photovoltaic power plants in their municipality to achieve a target electricity yield. The developed tool is based on methods of environmental planning and geoinformatics. 'Vision:En 2040' was systematically tested with a technical test and a pre-test. In addition, its impact on participants was assessed through surveys and qualitative content analysis. The evaluation results show that the tool can influence the acceptance of the energy transition in terms of attitude. Through 'Vision:En 2040', participants became aware of the community's responsibility in the energy transition and expanded their knowledge. In addition, decision makers used the workshop results to plan RE sites. Our results indicate that 'Vision:En 2040' is helpful for informal citizen participation in accelerating the energy transition.

Impact of ChatGPT on ESL students’ academic writing skills: a mixed methods intervention study

This paper presents a study on the impact of ChatGPT as a formative feedback tool on the writing skills of undergraduate ESL students. Since artificial intelligence-driven automated writing evaluation tools positively impact students’ writing, ChatGPT, a generative artificial intelligence-propelled tool, can be expected to have a more substantial positive impact. However, very little empirical evidence regarding the impact of ChatGPT on writing is available. The current mixed methods intervention study tried to address this gap. Data were collected from tertiary level ESL students through three tests and as many focus group discussions. The findings indicate a significant positive impact of ChatGPT on students' academic writing skills, and students’ perceptions of the impact were also overwhelmingly positive. The study strengthens and advances theories of feedback as a dialogic tool and ChatGPT as a reliable writing tool, and has practical implications. With proper student training, ChatGPT can be a good feedback tool in large-size writing classes. Future researchers can investigate the impact of ChatGPT on various specific genres and micro aspects of writing.

Street Art as a Tool for Social Dialogue: A Case Study of Tula

This article is a comprehensive study of the role of street art as a tool of social dialogue, focusing primarily on the urban environment of Tula. Starting with an in-depth study of the historical roots and modern consequences of street art, the evolution of this art form is considered in the context of social dynamics and change. Street art emerges as a hybrid space balancing personal self-expression with public interests, emphasizing its importance in the development of public discourse, generating social transformations and consolidating historical memory. A detailed study of specific artistic initiatives, works in Tula sheds light on a variety of topics. The research touches on both the historical roots of street art in Tula and its modern manifestations, covering various aspects, from reflecting the urban spirit to its role in shaping public discourse and preserving historical memory. The methodology is based on a comprehensive analysis of street art works, as well as the study of the social and historical contexts of street art in Tula. This study presents a new perspective on street art as a tool for social dialogue and cultural interaction. It reveals how Tula's street art contributes to social change by expressing and strengthening the city's collective identity. The article emphasizes that street art not only reflects current social sentiments, but also serves as a catalyst for social transformation, turning into a living archive of urban history and culture. Special attention is paid to the interaction of art with urban residents, its influence on public opinion and the ability to form a new urban environment conducive to cultural and social development. Specific examples of murals and graffiti, their historical and cultural contexts, as well as the role of these works in creating a dialogue between different social groups are analyzed.

Solidarity and cannibalism: anthropophagic actions as a devising process in contemporary dance training

ABSTRACT In this article, I argue for the importance of an anthropophagical action (an act of cannibalism) within contemporary dance training. I draw on Brazilian poet Oswald de Andrade’s (1928) proposal of a movement for Brazilian artists to perform an act of cannibalism, consuming other cultures but also acknowledging Brazilian culture when creating their works. I apply ‘anthropophagy’ to the training of contemporary dancers, in which students navigate a multitude of styles and experiences to assimilate or create new knowledge. Through a process of self-cannibalism, students encounter what I call their homebody, which embraces different forms that have shaped their bodies. This is demonstrated through my choreographic work (I’m)print (2021), in which UK-based dance students created a dialogue with Brazilian group Os Fabullosos, and found ways to explore each other’s cultural and embodied differences. I encouraged anthropophagical actions to facilitate a sense of solidarity, which enabled us to recognise that we inhabit the same territory. This helped identify the potential for a mode of consensual cannibalism, whereby the presumed violence of the act could be used as a dialogic tool, enabling solidarity and empathy to appear.

Exploring the Connection between “Out of Eden Learn” and Competency-based Education

Competency-based education represents an important priority for several countries worldwide. Although national governments and international education communities have identified a wide range of competencies as integral for meeting 21st century learning requirements there is a lack of evidence on how can these be effectively taught, learnt, and assessed in the classroom. A promising approach for competency-based education is “Out of Eden Learn”, a research initiative of Project Zero at the Harvard Graduate School of Education that incorporates several strategies such as thinking routines and dialogue tools that are carefully crafted to facilitate the development of core competencies among learners. This study looks at the “Skills Labs” competency-based educational reform in Greece and presents the process of using “Out of Eden Learn” to develop a curriculum that is both supportive of fostering the requisite competencies and responsive to the needs of primary teachers. A survey questionnaire was used to investigate the views of 120 teachers who piloted the curriculum in 82 kindergarten and elementary schools across Greece. The findings not only reveal the value of “Out of Eden Learn” approach for competency-based education, but they also indicate the interdisciplinarity and the transferability of its related strategies that can guide curriculum design and teaching practice in an array of international educational contexts.

“I’ll take it with me all my life”

Substantial evidence has proved that teacher identity significantly influences teachers’ beliefs and choice of actions in their work, and teacher education contributes to the formation and development process. Based on the findings from analysing student teachers’ pedagogical creeds, this article explores the professional identity development of student teachers who have taken an international course at a Norwegian university. The major data sources are the participants’ pedagogic creeds, supplemented by focus-group interviews with one cohort of students. Findings indicate that identity development is an ongoing process, which can be influenced by different factors. Findings also show that the international course has a positive impact on student teachers’ identity development while writing a pedagogic creed can serve as a dialogical tool for their identity development. This case study provides implications for both international and local teacher education programs in Norway and beyond.

Nurse navigation, symptom monitoring and exercise in vulnerable patients with lung cancer: feasibility of the NAVIGATE intervention

We developed the Navigate intervention to improve survival among vulnerable lung cancer patients. In this intervention-only study, we examined feasibility in terms of recruitment, retention, attendance, adherence, and acceptability to specify adjustments to study procedures and intervention components prior to a randomized trial. The Navigate intervention includes nurse navigation, patient-reported outcomes, and physical exercise. Patients ≥ 18 years old, diagnosed with non-small cell lung cancer at any stage, with performance status ≤ 2, eligible for cancer treatment and vulnerable according to a screening instrument were included. The recruitment goal of eligible patients was 40% while the retention goal was 85%. The predefined cut-offs for sufficient attendance and adherence were ≥ 75%. Acceptability was evaluated by semi-structured interviews with participants, nurse navigators, and physiotherapists. Seventeen (56%) out of 30 screened patients were considered vulnerable and eligible for the study, 14 (82%) accepted participation, and 3 (21%) were subsequently excluded due to ineligibility, leaving 11 patients. Four patients dropped out (36%) and four patients died (36%) during follow-up and 3 (27%) were retained. All 11 patients participated in nurse sessions (mean 16, range 1–36) with 88% attendance and dialogue tools being applied in 68% of sessions. Ninety-one percent of patients responded to PROs (mean of 9 PROs, range 1–24) with 76% of the PRO questionnaires used (attendance) and 100% adherence (completion of all questions in PRO questionnaires), and 55% participated in exercise sessions with 58% attendance and 85% adherence. We identified important barriers primarily related to transportation, but overall acceptability was high. The Navigate intervention was feasible with high participation, acceptability and satisfactory adherence. Retention and exercise attendance were low, which resulted in adjustments.Trial registration: The feasibility study was initiated prior to the multicenter randomized controlled trial registered by ClinicalTrials.gov (number: NCT05053997; date 23/09/2021).

Using dialogic teaching to promote student satisfaction and engagement in emergency remote teaching in primary school: a proof-of-concept study

ABSTRACT Research from around the world has shown that COVID-19 emergency remote teaching in schools has generally struggled to maintain student satisfaction and engagement: students lacked social relatedness, a sense of belonging and ownership of school activities. This study examines the idea of using a dialogic teaching approach in synchronous online video-learning environments. The aim was to deliver proof of concept that dialogic tools can increase student satisfaction with emergency remote teaching. The authors designed and implemented 58 online dialogues and compared student satisfaction with this learning environment to student satisfaction with ‘normal’ emergency remote teaching and with traditional physical teaching. They found that dialogic online teaching achieved high student satisfaction that was comparable to student satisfaction with physical teaching. This result is relevant not only for emergency and regular remote teaching because online dialogue can be used to supplement asynchronous written dialogue in any remote teaching and learning environment.

Moderasi Beragama Di Media Sosial Dalam Perspektif Teologi Kristen

This article discusses the concept of religious moderation in the context of social media from the perspective of Christian theology. This emphasizes the importance of moderation in managing Indonesia's diverse religious landscape to prevent conflict and promote harmony. The article also explores the role of social media in facilitating interfaith dialogue, increasing empathy, and challenging negative stereotypes about religion. The report highlights the potential of social media in fostering understanding, tolerance, and cooperation among different faith communities. This article provides insight into the importance of utilizing social media as a tool for interfaith dialogue and understanding.

Patient-reported outcomes used actively in cancer patients undergoing antineoplastic treatment: A mini-review of the Danish landscape

IntroductionMany studies using Patient-reported outcomes (PRO) data have been conducted to monitor symptoms and health-related quality of life during follow-up after cancer treatment. However new ways of using (e)PROs have emerged. We aimed to explore the Danish landscape of the use of PRO in a research setting, where PRO is used actively in cancer patients undergoing treatment, and give an overview of how it is embraced by patients and clinicians. Methods and materialsA literature search was performed in June 2023, using the keywords Denmark, cancer, and patient-reported outcomes. An expert on literature searches identified the search terms, and double screening was performed at both abstract and screening levels and full-text stage. The software tool Covidence was used. Results467 articles were retrieved and 19 studies were included. They described the type of ePRO instrument used and the application of active ePRO i.e. a dialogue tool in the clinical encounter, release of alerts to clinicians, and enhancement of self-management. Finally, a development in the use of active ePROs over time is elucidated and we show how it is embraced by patients and clinicians. ConclusionThis mini-review gives an overview of how ePRO solutions are tested in oncological research in Denmark and embraced by patients and clinicians. ePRO solutions in a Danish setting seem well-suited for self-management. However, if more impact is warranted, clinicians need to engage in reviewing and using ePROs. Moreover, for successful implementation, the integration of ePROs in electronic health records must be supported by IT specialists and management.

Nurturing learning development through student feedback

Student evaluations of both teaching and student services are increasingly embedded into higher education. There is debate surrounding the reliability, effectiveness, and bias of such evaluations (Hefferman, 2022) and National Student Survey (NSS) results (Office for Students, 2022) show that students typically respond poorly to questions relating to their learning community and their opportunities to give feedback on their experiences (student voice).
 
 After receiving ethical approval to conduct research on evaluations, four students and a member of staff worked together to address how staff and students within the School of Mathematics and Statistics engage with student evaluations. Two surveys were conducted, the first aimed at staff (63 responses, 90% response rate) and the second at students (53 responses, 17% response rate). The results suggested that both staff and students agreed that evaluations are necessary and useful in building relationships. While staff implement the feedback they receive, students currently do not see it, and their learning may not benefit from being part of this process.
 
 When asked to describe the purpose of student evaluations, participating staff expressed that they provide students with opportunities to have direct input to courses, influence their learning environment, and feel part of the school. Students expressed that their feedback could improve a course’s content, quality and delivery, and provide a learning opportunity for lecturers. Students indicated a preference for informal mid-term feedback since they could see their feedback acted upon in real time. In response, we propose the use of student evaluations as a feedback dialogue tool to encourage and enhance relationships between staff and students and help develop self-regulated learning. We will exemplify a feedback system that uses short, direct, and frequent surveys that students complete at the time of learning (Rowland, 2021), providing time to reflect on learning and creating a line of dialogic communication with the lecturer who can respond to the feedback to inform future learning. The system is applicable to any continuous student-staff learning-focused interaction.

A dialogue tool supporting health professionals to communicate about loss and grief with children

A dialogue tool supporting health professionals to communicate about loss and grief with children

Praxis crisis and the trouble with science teacher education for emergent bilingual learners

AbstractIn this study, we explore how preservice secondary science teachers articulated their agency and structural awareness within racist–nativist policy and schooling environments that limit emergent bilingual students' opportunities to learn science. Our praxis‐oriented analysis led us to characterize novice teacher participants' discursive positionings within this structure–agency dialectic—that is, what it means to teach science well with emergent bilingual learners in the context of structural exclusions—as deficit, distancing, or discerning. We then discuss how these preservice teacher positionings were a function of tension management for working within the structure–agency dialectic. In our discussion, we refer to this phenomenon as praxis crisis, that is, the disjuncture between theory and practice that occurs as teachers negotiate the real and perceived constraints of their work. We consider how the concept of praxis crisis that emerged from our work can be a critical dialogic tool for transformative learning in science teacher education research and practice, and how a praxis‐oriented methodological approach can support more expansive and nuanced understandings of teacher learning.

Helping providers address psychological aspects of obesity in routine care: Development of the obesity adjustment dialogue tool (OADT)

BackgroundThis study developed and validated a dialogue tool (Obesity Adjustment Dialogue Tool) to efficiently assess QoL and drive to eat for use in routine clinical care. MethodsA 13-question interview was created, assessing the impact of living with obesity on quality of life and drive to eat. In a counter-balanced order, PwO were interviewed and completed the Obesity Adjustment Survey (OAS), the Impact of Obesity on Quality of Life-Lite scale (IWQoL), the Three Factor Eating Questionnaire (TREQ), and the Control of Eating Questionnaire (COEQ). Questionnaire results were used to validate the interview using correlational and concordance measures. Results101 PwO consented and 98 completed all measures (mean BMI = 37.8; 30.7% Class III obesity). Correlations between the QoL dialogue tool and validated instruments (OAS, IWQOL) were moderate to high. Correlations between cravings questions and validated measures (TFEQ, COEQ) were high except for attempts to control eating. Correspondence based on categorizing both the dialogue tool and scales into high/low impact was high except for attempts to control eating (which was dropped from the final tool). ConclusionThe Obesity Adjustment Dialogue Tool is a brief clinician-led structured interview which closely matches information derived from validated scales. This tool offers an efficient approach to incorporating QoL factors into obesity management.