Self-perceived Knowledge Research Articles

Unraveling the Fallacy of Expertise: Exploring the Influence of Product-Related Experience on Consumer Perception of Product Knowledge

This paper investigates the impact of product-related experience on consumers’ perception of their knowledge about extended warranties for automobiles in Germany and its implications for sustainability. Utilizing a structural equation model and analyzing data from 467 participants, the study explores the influence of general self-confidence and product-related experience on both subjective and objective knowledge. The empirical findings highlight that while high general self-confidence and product-related experience significantly shape participants’ subjective knowledge, they do not have a similar impact on objective knowledge. Notably, previous possession, representing the highest level of product-related experience, emerges as the primary influencing factor on participants’ subjective knowledge. Surprisingly, subjective and objective knowledge does not significantly influence participants’ willingness to pay. The analysis presented in this paper underscores the importance of understanding the distinction between self-perceived knowledge and objective knowledge, particularly concerning extended warranties for automobiles and the need for accurate knowledge dissemination to inform sustainable consumer choices.

DépistaFest: The evaluation of an inclusive, positive, and playful STBBI screening campaign's effectiveness.

Young adults are disproportionately affected by sexually transmitted and blood-borne infections (STBBIs), and rates of STBBI screening in this population are persistently low. The present study examined the effectiveness of Club Sexu's social marketing campaign, DépistaFest, in increasing STBBI screening, screening intentions, and general STBBI and STBBI screening knowledge among young adults in Quebec, Canada. Grounded in the health belief model, the campaign provided practical and scientifically accurate information on STBBIs and screening using an inclusive, positive, and playful approach. A sample of 686 participants (M = 28.0years old) was recruited through Club Sexu's social media to complete an online survey assessing campaign exposure, recent STBBI screening, screening intentions, and general STBBI and screening knowledge. Logistic regressions and ANCOVAs were performed to examine group differences on outcome variables. Compared to nonexposed participants, those who were exposed to the campaign were 2.11 times more likely to report having been tested in the past 6months, and 2.07 times more likely to report planning to get tested in the next 6months. Exposed participants were also more likely to correctly answer general STBBI knowledge questions and reported higher levels of self-perceived STBBI screening knowledge than nonexposed participants. The findings support the effectiveness of an STBBI prevention campaign grounded in the health belief model. Future STBBI prevention campaigns aimed at young adults would benefit from destigmatizing STBBIs and normalizing STBBI screening using an inclusive, positive, and playful approach.

Genetic literacy among primary care physicians in a resource-constrained setting

BackgroundGenetic literacy among primary healthcare providers is crucial for appropriate patient care with the advances in genetic and genomic medicine. Studies from high-income countries highlight the lack of knowledge in genetics and the need to develop curricula for continuing professional development of non-geneticists. Scarce data is available from resource-constrained countries in Middle East and North Africa. Lebanon is a small country in this region characterized by high rates of consanguinity and genetic disorders like several surrounding countries, such as Jordan, Syria, and Turkey.MethodsThe primary aim of this study assessed the genetic literacy, self-perceived and actual knowledge as well as practices among primary care providers in Lebanon. The secondary aim identified their educational needs and proposed evidence-based continuing education programs. A cross-sectional survey-based study, using a self-administered questionnaire, was conducted targeting physicians from Family Medicine, Obstetrics and Gynecology, and Pediatrics. The questionnaire was divided into five sections: demographics, familiarity with genetic tests, self-reported and actual knowledge, genetic practices, and educational needs. Statistics were performed using SPSS v24. The Chi-square test was used for independent variables. Differences between mean scores were measured using paired sample t-tests for groups of two levels and one-way ANOVA for more than two. Multiple linear regression was used to study the variables associated with the knowledge score while controlling for other variables.ResultsThe survey included 123 physicians. They were mostly familiar with karyotype as first-tier genetic test. Although 38% perceived their knowledge as good, only 6% scored as such in knowledge assessment. A better knowledge score was observed in academic institutions as well as in urban settings (p<0.05). One third never ordered any genetic testing, mostly due to poor knowledge. Almost all (98%) were ready to attend continuing professional development sessions in genetics.ConclusionOur findings show the need to improve genetic literacy among healthcare frontliners, focusing on remote regions and nonacademic centers in Lebanon, a model for other resource-constrained country in the Middle East and North Africa region. This study advances recommendations for evidence-based genetic continuing education programs and highlighted the role of that the few genetic specialists can play in their successful implementation.

The Impact of Education Level on Individual Lifestyle Behaviors among Dietetics Students and Professionals.

Lifestyle and habits are acquired in the family environment and then shaped by the potential influence of the environment and received education. In recent years, there has been growing interest in understanding the relationship between sleep and dietary behaviors in various health professionals, including medical and dietetics professionals and students, as well as their self-perceived knowledge and attitudes. Despite the importance of this topic, there is a lack of research on the assessment of individual behaviors in dietetics students and professionals. The aim of this study was to assess the impact of education level on individual behaviors regarding nutrition, sleep, and physical activity in dietetics students and professionals. 71 dietetics students and professionals were enrolled in this study. Their overall knowledge, sleep, and nutritional behavior were assessed with a validated Questionnaire of Eating Behaviors at the beginning of their dietetics university education and then prospectively after a year. It was also compared to dieticians who already graduated. The analysis showed that the educational level did not correlate with sleep length or the physical activity level. However, the educational level was correlated with dietary knowledge and properly self-assessed by the participants. Significant differences were observed in both the prospective and comparative analyses. The educational level and knowledge were not correlated with eating behaviors. The self-assessment of nutritional behaviors also did not correlate with the objective assessment. Sleep length did not correlate with BMI, but it was inversely correlated with overall and healthy diet scores and knowledge levels. On the other hand, physical activity levels were positively correlated with healthy diet scores. Dietary education results in better nutritional knowledge; however, it does not significantly impact individual nutritional behaviors among dietetics students and professionals. Moreover, the inverse relationship between sleep length and nutritional knowledge and behaviors, as well as the positive relationship between physical activity level and dietary behaviors, shows that nutritional aspects of lifestyle are probably prioritized among dietetic students and professionals, with an acknowledgment of the role of physical activity and a neglect of sleep hygiene importance. Dietetics students should be advised to use their theoretical knowledge not only to guide their patients but also to implement it in their own lives.

Evaluating students' research literacy knowledge, confidence, and attitudes at the beginning and end of a doctor of chiropractic program.

The doctor of chiropractic program (DCP) graduate must demonstrate competency in clinical research literacy (CRL), per accreditation standards. This study aimed to compare student CRL knowledge, confidence, and attitudes between the beginning and end of their DCP. We collected data on 245 matriculating students' CRL knowledge, confidence, and attitudes between 2017 and 2018. In 2021 and 2022, 78 of these students enrolled in a course with an extra credit assignment that was used to re-collect CRL data as they approached graduation. We assessed changes between entry and exit using statistical analyses in STATA17. Paired data were collected for 56 students. The mean CRL scores on a scale of 10 at the DCP beginning and end were 5.25 (SD 2.06) and 6.54 (SD 1.89), respectively (p = .0001). We observed statistically significant (p ≤ .05) positive changes in students' abilities to answer questions about Medical Subject Headings, the hierarchy of evidence, systematic reviews, meta-analyses, and the limitations of abstracts. There was also a statistically significant increase in confidence, with over 80% of students nearing graduation reporting good or excellent abilities to find and judge health information for their patients. The proportion of students who envisioned searching a database to help manage a challenging clinical case decreased from 96% to 89% (p > .05). The proportion seeing themselves submitting a case report for publication declined from 16% to 4% (p ≤ .05). Students' self-perceived CRL abilities and knowledge improved between the beginning and end of their DCP; however, their attitudes toward applying these in practice declined.

Evaluation of Gender-Related Digital Violence Training in Catalonia

This study examines the results of evaluating a Catalan training program for practitioners working with survivors of gender-related violence. Considering the lack of scientific evidence previously shown by studies on this topic, this article aimed to triangulate the participants’ self-perception with their assessment of knowledge and competencies in tackling digital gender-related violence before and after the training. To do so, a pre-test and post-test case-based design was employed to identify and measure the participants’ improvement in self-perceived knowledge and their effective gain in knowledge and skills to address this kind of violence. Considering the contributions of a feminist evaluation approach, we also included in our evaluation the analysis of classroom interactions and the participants’ responses. The results overall demonstrate that the incorporation of assessment criteria from the feminist evaluation methodology increased the reliability of evaluation criteria. In addition, it also enabled us to identify the need to continue developing training programs that empower participants and prevent women and LGBTQI+ people from disengaging from digital spaces.

The Perceived Impact of Substance Use Education on Social Work Students' Knowledge, Attitudes, and Skills.

In 2021, the Substance Abuse and Mental Health Services Administration (SAMHSA) published a report revealing that over 46 million individuals in the United States had a substance use disorder (SUD). In the same year, a record number of drug-related overdose deaths were reported. Social workers play an important role in connecting with people who use substances and providing adequate care and treatment; yet, negative attitudes and lack of holistic knowledge about individuals who use substances create challenges in providing effective care. Social work curricula that integrates substance use content has been identified as one way to address this. A 14-week course was introduced in one institution's Master of Social Work curriculum with the goal of providing students with a comprehensive education on SUDs. Foundational knowledge and practical skill development were covered. Seventeen trained instructors taught a total of 1204 students between May 2020 and January 2022. Quantitative and qualitative data were collected to explore changes in student's self-perceived knowledge, attitudes, and skills related to substance use. Among those who completed the survey (N = 553), the majority felt that the course would have a positive impact on their future work and professional development. Specifically, 96.4% reported being satisfied or very satisfied with the course overall. Among those who completed a 30-day follow-up survey (n = 69), data revealed an increase in students' self-perceived knowledge, accompanied by a shift in attitudes and positive changes in self-perceived client-centered care skills. Findings from this article support the development, implementation, and evaluation of evidence-based substance use content within social work curricula. This has implications for improving knowledge, attitudes, and skills among social workers who work with people who use substances.

Adoption of evidence-based end-of-life and bereavement support to families in cancer care: A contextual analysis study with health professionals.

To investigate the level of adoption of evidence-based family engagement and support during end-of-life cancer care and subsequent bereavement and its contextual facilitators and barriers from health professionals' perspectives, and to explore differences between professional groups. Contextual analysis using an online cross-sectional survey. This study was conducted in four Swiss hospitals and three home care oncology and palliative care services. Non-parametric testing was used to investigate the level of adoption and differences between nurses, physicians, occupational- and physiotherapists and psychosocial professionals (chaplains, onco-psychologists and social workers). The STROBE checklist for cross-sectional studies was followed. The majority of the 111 participating health professionals were nurses. Adoption was statistically significantly higher during end-of-life care than bereavement, with nurses and physicians reporting higher levels than the other professional groups. Guidance on end-of-life family care was available in about half of the cases, in contrast to a quarter for bereavement care. Self-perceived knowledge, skills and attitudes were moderate to high, with nurses and physicians reporting higher levels than others, except for general skills in working with families. Organisational structures were experienced as rather supportive, with the psychosocial group appraising the organisational context as significantly less conducive to fully implementing end-of-life and bereavement care than others, particularly during the end-of-life phase. Evidence-based family engagement and support were better adopted during end-of-life care than bereavement. Overall, nurses and physicians felt better enabled to care for families compared to other professional groups. No patient or public contribution. https://osf.io/j4kfh. Implementation and quality improvement efforts should focus particularly on the bereavement phase and be tailored to professional groups. The findings show that evidence-based family engagement and support practices during end-of-life were rather well adopted in contrast to subsequent bereavement care, with nurses and physicians better enabled than other professionals to provide care. A better understanding of health professionals' contributions and roles in family care is important to build interprofessional capacity for evidence-based end-of-life and bereavement support. The STROBE checklist for reports of cross-sectional studies was followed (von Elm etal., 2007).

The use of digital learning in the EFL classroom and its effect on self-perceived knowledge, learning, and English use at the University of Tabuk

The aim of the study is to investigate the use of digital technology in English as a foreign language (EFL) classroom using various digital tools through computers and cell phones. These tools and their effect on self-perceived knowledge, learning, and English use were analyzed at the University of Tabuk. The study was conducted on a sample of 605 first-year students at the University of Tabuk for their first two semesters of mandatory beginner and intermediate English courses. Students were asked to fill out a form before and after introducing digital use in the EFL classroom for a whole semester as a university initiative. This involved utilizing audiobooks, Grammarly, HelloTalk, and Duolingo, with the purpose of using these tools to develop and improve students reading, writing, listening, and speaking skills. The questionnaire scales have been taken from different sources mentioned in the methodology section and analyzed through the bivariate correlation test, multiple regression analysis and paired t test to evaluate the association between the use of digital learning in EFL classes and self-perceived knowledge, learning, and the use of English. The results of this study showed that there is a positive relationship between the use of digital tools in the classroom and students’ development in language learning.

What children know and want to know about climate change: a prior-knowledge self-assessment

Researchers engaging in science communication tend to present information that they find most important. However, understanding the level of prior knowledge and interest of a target audience is key for effective communication of science, especially when dealing with complex and mediatic themes, such as climate change. This study relies on a prior-knowledge self-assessment applied to children between 10 and 13 years old, followed by a mixed analysis under the assumptions of the Grounded Theory. The goal is to understand whether children’s self-perception of knowledge and interests regarding climate change can support the design of environmental education initiatives. Children declared to know about the concept of climate change and specific causes and consequences, but were generally incapable of specifying topics about which they are interested in learning about. And when these were specified, they match the ones they already know about – sea ice changes, pollution and biota. This suggests that relying solely on children’s interests may originate ‘information corridors’. Future initiatives should therefore not only resonate with children’s experiences and reality, but also broaden fields of knowledge by introducing innovative approaches that go beyond researchers’ pre-assumptions.

Emotional Knowledge in a Sample of University Students

Background: One of the current challenges in higher education is the development of students’ emotional competencies, and consequently, how these competencies can be trained. Moreover, this must be addressed within the UN framework of inclusive, equitable, quality education (United Nations Agenda 2030; SDG 4). Methods: The present study the following objectives: (1) to study the degree of interest and the level of general knowledge that students studying for Education degrees perceive themselves to have; (2) to examine the perception of the participants of variables of emotional knowledge, according to their degree program and year of study; (3) to analyze the relationship between these emotional knowledge variables and perceived emotional intelligence (EI), using Spearman’s Rho test; and (4) to study the predictive capacity of the study variables on future teachers’ emotional knowledge variables through a linear regression analysis. The study sample contained a total of 434 university students from three degree programs at two universities in Spain. Two instruments were used: an ad hoc questionnaire, which assessed perceived emotional knowledge according to three variables (general knowledge of EI, where the level of training in EI is considered; intrapersonal knowledge of EI; and theoretical/practical knowledge related to teaching), and the Trait Meta-Mood Scale (TMMS-24), which assesses metaknowledge of emotional states (attention, clarity, and repair). Results: The results of this study show that there are differences in students’ self-perceived knowledge of EI depending on their course and degree, and indicate that students present high interest, while their perceived level of knowledge is low. In addition, emotional clarity is the EI variable that was identified as being important in the emotional knowledge of future teachers, and therefore, a key skill to stimulate in a theoretical/practical way during their initial training. Conclusion: This study shows evidence of the importance of social–emotional competencies in initial teacher training.

Opioid Treatment in Primary Care: Knowledge and Practical Use of Opioid Therapy.

Primary care physicians play a key role in initiating opioid therapy. However, knowledge gaps in opioid use and pain management are significant barriers to providing optimal care. This research study aims to investigate the educational needs of primary care physicians regarding opioid therapy and opioid use in pain management. A computer-assisted web interview (CAWI) protocol was used to collect data from primary care physicians. Drug selection criteria, knowledge of opioid substitutes and dosage, and practical use of opioid therapy were evaluated. While 84% of participating physicians (724 respondents) reported initiating opioid treatment, only a minority demonstrated accurate opioid dosage calculations. Significant discrepancies between physicians' self-perceived knowledge and their clinical skills in opioid prescribing and pain management were observed. In total, 41% of physicians incorrectly indicated dose conversion rates for tramadol (the most frequently used drug according to 65% of responders). Targeted educational programs are essential to bridge the knowledge gap and increase physicians' competence in pain management. The proper self-assessment of one's own skills may be the key to improvement. Further research should focus on developing specialized educational courses and decision-support tools for primary care physicians and examining the impact of interprofessional pain management teams on patient outcomes.

Introduction to Disability and Antiableist Health Care: A Pilot, Student-Led Module for Preclinical Medical Students.

Physical medicine and rehabilitation physicians often care for disabled patients, who comprise America's largest marginalized population. Despite medical students' and physicians' discomfort with caring for disabled patients and the pervasiveness of ableism in health care, medical education lacks disability-focused education. Kern's approach to curriculum development and disability community input were used to design a three-part, elective curriculum for first-year medical students. Part one introduced disability models and language. Part two described how to perform a comprehensive history and physical examination for a disabled patient using ADEPT-CARE. Part three provided an overview of disability history and the disability rights movement. The curriculum's goal was to improve students' attitudes regarding disability health and self-perceived knowledge and confidence in caring for patients with disabilities. The curriculum was evaluated through presurvey and postsurvey. Students favorably reviewed the curriculum. One hundred percent of students ( n = 21) agreed or strongly agreed that the curriculum improved their knowledge of disability health, increased their perceived confidence in caring for patients with disabilities, and enhanced their medical education. There were no statistically significant differences in students' attitudes toward patients with disabilities after curriculum completion. Our asynchronous module provides one potential curriculum for increasing preclinical medical students' self-perceived knowledge of disability health.

English language Pedagogical Content Knowledge of English Language Beginner Teachers in Tanzania: A reflection to English language teaching method course in Tanzania Universities

This study explored English language Pedagogical Content Knowledge of secondary school English language beginner teachers in Tanzania on the aspects of self-perceived knowledge, understanding, and classroom teaching practices regarding English language PCK domains namely; English language teaching orientations, English language curriculum materials, English language learners’ learning and English language instructional strategies. A total of 128 secondary school English language beginner teachers were involved from Dar es secondary schools. Simple random sampling and convenient sampling techniques were employed to obtain English language, beginner teachers. Data were collected by using a questionnaire method, semi-structured interview method, documentary review method, and observation method. The analysis of the data revealed that English language beginner teachers' conceptions regarding English language pedagogical content knowledge are partly. This is because despite English language beginner teachers self-perceive as highly knowledgeable and demonstrating good understanding regarding English language PCK, their actual classroom teaching practices are not appropriate. The study concludes that more opportunities should be given through English language teaching method courses during teacher preparation for student teachers to practice teaching activities in the respective PCK domains.

Harnessing augmented reality technology for medical education – a virtual abdominal hysterectomy

With the advent of augmented reality (AR), our team developed a prototype teaching module using the abdominal hysterectomy as a case study for the teaching of in-depth pelvic anatomy and the steps for performing a hysterectomy. Through this interactive module, trainees will be able to identify and fill knowledge gaps in pelvic anatomy with the benefit of spatial visualisation, and familiarise themselves with the steps of performing a hysterectomy in a safe controlled setting. The prototype teaching module has eight sections, each with its specific aims, objectives and multiple choice questions to assess the participant’s knowledge and understanding. The scores will be tabulated and a final report will be generated upon completion of the entire module. This includes the breakdown of the scores, mistakes identified and recommended suggestions to facilitate learning. Following completion of the prototype teaching module, we aim to carry out a trial on our residents and assess its effects on self-perceived preparedness, knowledge and impact on training. We believe that this can translate to better awareness with reduced errors in surgery and ultimately better patient outcomes and safety. Our new prototype teaching module promises to be well-received, relevant and will take our training to a new level. There is enormous potential in using AR technology to provide realistic, interactive and safe training and this can be harnessed for the future development of other modules in the O&amp;G curriculum.

Healthcare transition practices of occupational therapists in South African public healthcare.

Healthcare transition (HCT), the process of transitioning an adolescent from paediatric- to adult-oriented care, is vital for improving the long-term health of adolescents with chronic conditions. The role of occupational therapy in HCT has not been well-researched. Effective HCT practices are necessary to ensure that adolescents have access to coordinated, optimal and uninterrupted occupational therapy services throughout this period of development. This study describes occupational therapists' self-perceived knowledge of HCT within the context of South African public health facilities, the HCT practices used, and the factors that promote or hinder the success of HCT within this context. The study utilised a quantitative, non-experimental and descriptive cross-sectional design. Simple convenience and snowball sampling were used to recruit participants via professional databases and social media forums. An online survey was used to collect data. Descriptive statistics and simple content analysis were used to analyse the information. This study identifies limitations in the knowledge and practical implementation of HCT within South African occupational therapy practice. Healthcare transition is characterised by inadequate use of policies, insufficient transition preparation and poor outcome measurements. There is a need for the development of training programmes and practice guidelines to optimise and support HCT implementation within South African occupational therapy practice. This study provides novel data on HCT practices utilised by occupational therapists in South African public health facilities. This study has potential use for the development of effective HCT programmes that can improve the functional outcomes of South African adolescents.

Reassessing the Use of Race in Clinical Algorithms: An Interactive, Case-Based Session for Medical Students Using eGFR.

Medical curricula implicitly teach that race has a biological basis. Clinical rotations reinforce this misconception as race-based algorithms are used to guide clinical decision-making. This module aims to expose the fallacy of race in clinical algorithms, using the estimated glomerular filtration rate (eGFR) equation as an example. We created a 60-minute module in consultation with nephrologists. The format was an interactive, case-based presentation with a didactic section. A third-year medical student facilitated the workshops to medical students. Evaluation included pre/post surveys using 5-point Likert scales to assess awareness regarding use of race as a biological construct. Higher scores indicated increased awareness. Fifty-five students participated in the module. Pre/post results indicated that students significantly improved in self-perceived knowledge of the history of racism in medicine (2.6 vs. 3.2, p < .001), awareness of race in clinical algorithms (2.7 vs. 3.7, p < .001), impact of race-based eGFR on quality of life/treatment outcomes (4.5 vs. 4.8, p = .01), differences between race and ancestry (3.7 vs. 4.3, p < .001), and implications of not removing race from the eGFR equation (2.7 vs. 4.2, p < .001). Students rated the workshops highly for quality and clarity. Our module expands on others' work to expose the fallacy of race-based algorithms and define its impact on health equity. Limitations include a lack of objective assessment of knowledge acquisition. We recommend integrating this module into preclinical and clinical curricula to discuss the use of race in medical literature and clinical practice.

ELECTIVE COURSE DEVELOPMENT AND EVALUATION FOR THIRD-YEAR PHARMACY STUDENTS ON PHARMACY HEALTH COACHING IN INDONESIA

To describe our experiences in developing an elective course for third-year pharmacy students on pharmacy health coaching, as well as to evaluate its effects on students' attitudes, knowledge, and skills. The 3 Co-TEAM models consist of 18 hours of course modules. A multiple-choice and essay quiz was used to assess students' mastery of essential abilities pre and post elective courses. After the last teaching session, students' self-perceived attitude, knowledge, and skills were evaluated through a voluntary survey. Of the 60 students in the third year, only 7 students are willing to voluntarily take the elective course. The development of the curriculum resulted in a course of 3 modules, the duration of each course was 2 hours. Results showed that there was a significant improvement in knowledge overall mean score before and after the course (38.79, SD=7.11 and 81.21, SD=5.34, respectively, p&lt;0.05). The overall mean composite score in the student’s perceived attitudes, knowledge, and skills was increased by 48.35%, 96.43%, 51.91%, respectively; p&lt;0.05. This elective course has proven to be a successful way of educating pharmacy students. We advocate the incorporation of this style of education into the learning process to improve student's learning experiences while still supporting traditional healthcare learning.

A Change in the Weather: Understanding Public Usage of Weather Apps

Weather information can now be accessed through a variety of different media. This study used a survey to determine if the weather app was the primary source for weather information in the United States and whether this was related to age and other personal characteristics. More than 75% of the sample reported using a weather app for general forecast information. In cases of severe weather, weather apps and websites were reported to be the top two primary sources. While younger demographics had more weather app users than older demographics, the weather app was still the most popular source among the older groups. The most popular apps were the pre-downloaded app on a phone, The Weather Channel’s app, and the AccuWeather app. Participants who chose to use an app other than the pre-downloaded one reported higher self-perceived knowledge about, and interest in, weather. In addition, 80% of respondents reported getting severe weather notifications on their phone. The study’s survey sample was heavily skewed toward a younger population and may not be generalizable to all socioeconomic demographics. Considering previous research, these results indicate a shift in the predominant forecast sources used by the public over the last 10–15 yr. Consequently, it has resulted in a widespread transfer of responsibility for interpreting and explaining the forecast. A majority of the public—untrained in meteorology—is now interpreting the forecast on their own without the help of a broadcast meteorologist as would be present in a television forecast, making the forecast open to misinterpretation and false expectation. This study calls for continued research to combat misinterpretation and to enhance weather apps and mobile notifications with more personalized information that can aid weather-related decision making to make weather apps a strong leader in forecast messaging.

Teenager Perspectives on COVID Alert, a Digital Exposure Notification App in Canada

PurposeCOVID Alert is an exposure notification app deployed in Canada to help limit the spread of COVID-19. MethodsThis was a cross-sectional survey conducted in Québec, Canada. The questionnaire was codesigned with patients and members of the public. It assessed the perspectives of teenagers aged 15–17 years old. ResultsAmong 237 respondents, 27% had downloaded the COVID Alert app. Friends and relatives constituted the largest influence for app download. The most frequently reported concerns included threats to privacy, confidentiality, cybersecurity, and geolocalization. Among nonusers, having more social contacts and evidence demonstrating effectiveness would have motivated app download. Individual factors associated with download included high concern about the pandemic and high self-perceived app knowledge. DiscussionFuture digital health interventions should engage teenagers in developing tools that promote social acceptance and responsible use in this group.