Two-hour Meetings Research Articles

Health Promoting Sports Federations: theoretical foundations and guidelines

Abstract The potential for organised sports to promote health has been underexploited so far, according to researchers and policy-makers. Sports clubs have limited capacity to promote health due to their voluntary nature and have called for support from their national sports federations. The present article provides guidelines based on health promoting sports clubs theoretical foundations, and an analysis of practical tools and proven strategies to support national sports federations’ investment in health promotion (HP). A qualitative iterative study was undertaken, based on five two-hour meetings of a group of 15 international researchers in health promotion in sports clubs. Notes and minutes from meetings, as well as shared outputs were analyzed based on the health promoting sports club framework. Guidelines for national sports federations to promote health includes a definition of a health promoting sports federation, a description of the settings-based approach stages adapted to national sports federations, as well as practical applications of the health promoting sports club's intervention strategies. The analysis of existing tools demonstrated that most tools are centered on a single dimension of health (social, mental, physical, spiritual or community), and often on a specific health topic. Furthermore, they do not cover HP as a continuous process or support of sports clubs’ members health, but are generally short-term programs. The HPSF clarifies theoretical concepts, their practical implementation via case studies and outlines intervention components and tools useful for sports federations in their implementation of HP. The guidelines are meant to facilitate national sports federations to acknowledge, reinforce and foster their further investment in HP.

S8-2 Health Promoting Sports Federations: theoretical foundations and guidelines

Abstract Purpose The potential for organised sports to promote health has been underexploited so far, according to researchers and policy-makers. Sports clubs have limited capacity to promote health due to their voluntary nature and have called for support from their national sports federations. The present article provides guidelines based on health promoting sports clubs theoretical foundations, and an analysis of practical tools and proven strategies to support national sports federations’ investment in health promotion (HP). Methods A qualitative iterative study was undertaken, based on five two-hour meetings of a group of 15 international researchers in health promotion in sports clubs. Notes and minutes from meetings, as well as shared outputs were analyzed based on the health promoting sports club framework. Results Guidelines for national sports federations to promote health includes a definition of a health promoting sports federation, a description of the settings-based approach stages adapted to national sports federations, as well as practical applications of the health promoting sports club’s intervention strategies. The analysis of existing tools demonstrated that most tools are centered on a single dimension of health (social, mental, physical, spiritual or community), and often on a specific health topic. Furthermore, they do not cover HP as a continuous process or support of sports clubs’ members health, but are generally short-term programs. The HPSF clarifies theoretical concepts, their practical implementation via case studies and outlines intervention components and tools useful for sports federations in their implementation of HP. Conclusions The guidelines are meant to facilitate national sports federations to acknowledge, reinforce and foster their further investment in HP. Funding source This project has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 101028401. This work was funded by a grant from the World Health Organization in partnership with Santé publique France, Université de Lorraine and Université Côte d’Azur.

Meanings of mathematics teaching forged through reflection in a lesson study

This article discusses the meanings of mathematics teaching forged in the reflections promoted in a lesson study. Guided by the question “What meanings of teaching in mathematics are constructed from reflections promoted in a lesson study?” and based on Isabel Alarcão’s (2018) concept of teaching, we examined four editions of a lesson study, two with teachers of the early years of elementary school, one with mathematics teachers from the final years of elementary school, and one with high school mathematics teachers. Each lesson study cycle was organized in twelve two-hour meetings and involved an average of eight teachers per cycle. The participants are teachers from the state public education system in Rio Grande do Sul, Brazil. The empirical material consists of the researcher’s field notes, the participants’ logbooks, transcripts of the sessions, and interviews conducted at the end of the cycles. Qualitative and interpretative analysis showed that the reflections promoted in the lesson study revealed that mathematics teaching involves various meanings including educational action, social commitment, and pedagogical transformation.

Pratiques cliniques inspirées par la recherche en psychologie positive

IntroductionResearch in positive psychology suggests that certain psychotherapy practices yield substantial clinical benefits, but it is not always clear to clinicians which practices to prioritize or how to integrate them into psychotherapy. GoalThis research aims to identify and explain, for clinicians, certain clinical practices to be integrated into psychotherapeutic practice. MethodEight professionals (including: professor-researchers, psychologists, and doctoral students) gathered during six two-hour meetings to identify, classify, and describe how the results of recent research could inform interventions with clients. These conclusions were subsequently specified and developed via a more in-depth comparison with the literature. ResultsWe describe eight practices: (1) Also assess what is going well with clients (2) Foster their self-determined motivation; (3) Highlight their strengths and skills; (4) Highlight their resilience; (5) Promote self-compassion and loving-kindness; (6) Foster support and social cohesion through gratitude and compassion; (7) Foster the development of a growth mindset; and (8) Integrate, as a therapist, those same principles that promote psychological well-being. ConclusionClinicians and their clients would benefit from promoting these practices in psychotherapy.

Wellness and Professional Quality of Life in Counselor-in-Training Interns: Assessment of Wellness and Non-Wellness-Infused Supervision

Introduction: Counselors-in-training (CITs) commonly encounter issues of burnout, compassion fatigue, and/or vicarious traumatization due to the nature of their jobs in the helping profession. Wellness infused supervision may help CITs foster personal wellness and mitigate deleterious effects of helping. This investigation examined connections related to counselor-in-training wellness and professional quality of life during an internship-level supervision course across a wellness and control section. Methods: A quasi-experimental design was piloted, comparing a wellness-focused supervision internship section with a non-wellness control group supervision internship section during one academic semester. Participants included 15 clinical mental health CITs (9 experimental; 6 control), who were randomly assigned into the wellness or control internship section. Internship classes consisted of two-hour meetings across a 16 week semester, with participants working towards 300 clock hours of experience. All participants who were offered inclusion into internship accepted, and were randomly assigned into the wellness-infused or control internship sections, which took place within a large, Council for Accreditation in Counseling and Related Educational Program (CACREP) accredited program. Results: Results indicated decreased wellness scores in both internship sections from pre-to-post assessment, no differences between wellness-based internship and the control group in wellness or professional quality of life, and an increase in compassion satisfaction in the wellness-based internship group. Conclusion: Although counselors are vulnerable to compromised wellness due to the nature of their work, training CITs to work from a wellness paradigm in their personal and professional lives may facilitate well-being, and mitigate the effects of burnout and fatigue. Results from this study shed light on how CITs are viewing their personal wellness and how supervisors can utilize assessments to facilitate reflective conversations with supervisees about their wellness and quality of life.

Being a parent in Finland: a culturally-tailored psychoeducative parental support programme

Abstract Problem Migrant origin children are overrepresented in child protective services and among cases of suspected maltreatment against children. Language barriers, poor understanding of the child welfare system and differences in perceptions of child rearing and disciplinary practices create additional burden during the assessment process. Authorities struggle to meet the needs of migrant origin families. Description of the problem A variety of universal, selective and indicative parenting support programmes are available. While these have been shown to be effective also among persons of migrant origin, cultural adaptation has also been suggested to increase the benefits. Any adaptation to a trial-tested programme may, however, impact its integrity. To avoid this, a separate culturally sensitive Being a Parent in Finland programme was developed to complement other parenting interventions and supporting services offered by the health and social welfare authorities. Intervention was developed as part of the Barnahus project coordinated by the Finnish Institute for Health and Welfare. Results The aim of the Being a Parent in Finland psychoeducational group programme is to increase the wellbeing and safety of children through group-based parental support. The programme consists of three two-hour meetings offered to parents of children aged 3 to 12 years. The main themes include the Finnish service system, parenting practices that support the child's development and wellbeing and wellbeing of the family as well as children's rights. Psychoeducational videos were produced as supportive material. Groups of maximum 8-10 participants are led by trained instructors, assisted by professional interpreters. Lessons The programme will be piloted by the city of Helsinki, with the first two groups starting in May 2021. Experiences and lessons learned from these groups will be presented. Impact assessment of the programme and will be launched in autumn 2021. Key messages While culturally sensitive adaptations may increase positive outcomes of parental programmes, there is a risk for compromising programme integrity, leading to minimized or even adverse consequences. Being a parent in Finland aims at supporting the wellbeing and safety of families through culturally sensitive psychoeducative groups administered as complementary support measure to other services.

Training for Virtual Exchange

The article describes the training program introduced at East Carolina University (ECU) for the Global Understanding (GU) program and the Global Partners in Education (GPE) consortium. The aim of the training was to reinforce instructors’ intercultural skills and build on the well-known methodology of virtual exchange. Over one semester, the instructors attended face-to-face training sessions. These two-hour meetings focused on several pre-identified areas which needed increased instructor awareness: Cultural Intelligence (CQ), reflections, and classroom management, as well as teamwork and collaboration. The general outcomes of the training have seen an improvement in program delivery, classroom interaction, and student support. Additionally, the work in ECU highlights the need for intercultural training to be part of virtual exchange preparation alongside the well-known guides which provide instructors with the structure for conducting this type of modality. As is shown in this report, increased instructor awareness leads to more successful virtual exchange program delivery, pastoral support, and learner outcomes.

Criar e resolver problemas: habilidades para serem mobilizadas com licenciandos em Matemática

O presente estudo tem o objetivo de apresentar e discutir uma proposta de ensino que mobilize as habilidades de criação e resolução de problemas com licenciandos em Matemática, com o objeto de conhecimento números racionais, a fim de apresentar ao professor de Matemática, possibilidades de desenvolvimento de algumas habilidades, referente a esse assunto, em sala de aula. Usa-se um roteiro adaptado da literatura para avaliar a capacidade de um grupo de licenciandos para criar problemas por variação e por elaboração. O procedimento de criar novos problemas e resolvê-los, propostos por colegas, foi desenvolvido em dois encontros presenciais com duração de duas horas para cada encontro. Com base nos registros dos participantes e nas observações dos pesquisadores, foi possível verificar que os licenciandos criam novos problemas por variação com modificações superficiais nos enunciados dos problemas iniciais. Além disso, pondera-se que a criação de problemas é uma estratégia importante para estimular a criatividade fortalecendo bom domínio de conceitos matemáticos e didáticos.

4207 Development and Evaluation of a Pilot Mentor Training Program for Clinical Translational Research Professional Workforce

OBJECTIVES/GOALS: The goal of this project was to develop and evaluate a pilot mentor training program for clinical research professionals. This project presents an evidence- and theory-based mentoring program that has been developed, implemented, and evaluated for this group of translational research professions. METHODS/STUDY POPULATION: The curriculum for the program was designed for aspiring mentors and aligned with the topics of existing Entering Mentoring curriculum for translational workforce (Pfund, Branchaw & Handelsman, 2015). Eleven experienced CRPs participated in the pilot training program. The training was delivered in two-hour meetings over eight weeks. Qualitative e-mail interviews and a validated mentoring competency assessment (Fleming et al., 2013) and mentor role assessment (Dilmore, 2010) tool were used for process and outcome evaluation. Cases studies specific to the CRPs work environment were developed and used to facilitate discussions throughout the training. RESULTS/ANTICIPATED RESULTS: Pre- and post-training scores for mentoring competency assessment were compared across six sub-indexes. Paired t-tests showed a significant difference for the maintaining effective communication competency, p = 0.0202. Comparisons of individual items also showed positive changes in the promoting professional development competency, p = 0.0161). Qualitative assessment revealed that most mentor trainees recognized a distinction between a mentor and a supervisor or on-the-job-trainer. Furthermore, most have been informal mentors without a formal role assignment, the need for ongoing mentoring, and potential of mentoring networks. DISCUSSION/SIGNIFICANCE OF IMPACT: CRPs is a diverse group of research support professionals who may hold the roles of research study coordinators, research nurses, regulatory and compliance specialists. Tailored mentoring can provide essential infrastructure for ongoing professional development and support talent retention.

Significações sobre Adolescência e Saúde entre Participantes de um Grupo Educativo de Adolescentes

Resumo As ações voltadas à saúde integral dos adolescentes por vezes assumem um caráter moral e regulador sem levar em conta as visões dos próprios adolescentes sobre seu desenvolvimento. O objetivo foi compreender as significações sobre adolescência e saúde, na perspectiva de 10 adolescentes de ambos os sexos, entre 13 e 19 anos de um programa de atenção integral à saúde do DF. Foram realizados seis grupos temáticos, com periodicidade quinzenal e duração de duas horas por encontro. A metodologia grupal foi baseada no método sociodramático que facilitou a participação, reflexão e compreensão dos temas abordados pelos participantes. A Epistemologia Qualitativa foi adotada para a análise das informações e possibilitou a construção de indicadores de saúde na adolescência, a partir de cinco zonas de sentido: Adolescência é mais do que sexo, drogas erock and roll; Porque a família tem que adolescer com a gente; O projeto de vida começa agora, agora?; Em busca de um ideal de saúde; e Porque sexualidade, antes de tudo, se expressa. Conclui-se que é necessário superar a visão estereotipada da adolescência pelo paradigma do risco e ampliar a reflexão sobre os modos de vida do adolescente considerando os contextos para o desenvolvimento de sua subjetividade.

Portuguese

The present study is the result of a research in which we investigated the comprehension that public school teachers have towards the use of computers in teaching. In this perspective we investigated the contexts, processes, factors, computational resources availability and the results of the educational computing introduction in schools. The data analysis and discussions were based on the theoretical contributions that support the emergent educational paradigm, especially towards computers in teaching and teachers formation. It is a qualitative research which involved the familiarity and the practice with computational tools of eight elementary school teachers of a public school in the city of Jose Bonifacio, state of Sao Paulo, Brazil. The research actions were developed in six two-hour meetings and eighteen hours of distant work (online), completing thirty hours. The distance education learning environment “TelEduc” was used. In order to collect data we used questionnaires, reflexive meetings and the fulfillment of activities in the distance learning environment. The analysis of the information led to the conclusion that the lack of ability with computers and the absence of a computational use planning characterized an obstacle in the application of the Computational Environment Room (CER). Keywords: Teacher training; Educational computing; Distance education; Emergent paradigm. DOI: http://dx.doi.org/10.14244/19827199599

Church-Based Health Promotion Program Impact on Ethnically Diverse Older Adults' Social Support, Religiosity, and Spirituality

A church-based health promotion program of the United Methodist Church was implemented to address the holistic health of adults 50 years and older (n = 142). African American congregation members (n = 65) were paired with white congregation members (n = 77) for a total of 12 groups. Over a year, biracial groups participated in weekly two-hour meetings. A one-group pretest-posttest design was used to determine impacts on participants' religiosity, spirituality, and social support; and if impacts varied by race. At follow-up, program components were assessed. Tangible social support overall improved, and participants experienced meaningful socialization, spiritual opportunities, and improved perceptions of other race groups.

2630 – INTERMED training: The experience at the modena medical school

Background INTERMED is a patient-centered method designed to assess bio-psycho-social case complexity in general health care. It consists in a structured interview leading to definition of 20 variables by focusing on past, present and future health needs and risks of patients. The total score supports professional decision and guides to patient-oriented care. Aim To describe the training process on INTERMED interview and to assess its effectiveness. Methods A training group of 4 doctors and 4 6th-year medical students attended two-hour meetings twice a month (December 2011– March 2012). After introductory sessions on theoretical aspects and inter-trainee simulations on interviewing and scoring techniques, students were assigned the task of producing recorded clinical material, which was used to comment on interviewing skills and practice on scoring. Individual and consensus scores were collected at the end of every session and compared statistically by means of Cohen’s kappa. Results Agreement between individual and consensus scores was already considerable at the beginning of the training and improved during the course (Cohen’s kappa raised from 0.39 to 0.65). The participants were interested and motivated. They expressed satisfaction for the skills acquired during the training. Conclusions A five months 20-hour training period is a reasonable time not only for learning how to master the instrument, but also for gaining the basic skills required to build a structured interview. These skills would be useful in the whole participants’ career and allowed the implementation of INTERMED as a clinical and research tool in the Modena General Hospital.

Using a disease pathway management (DPM) approach to improve the quality of lung cancer care in Ontario.

93 Background: Cancer Care Ontario (CCO) is mandated to oversee quality of cancer care in Ontario and began its Lung Cancer (LC) DPM initiative in 2009. DPM has 4 objectives: align provincial quality improvement (QI) initiatives by disease site; map the patient journey and identify gaps in evidence/quality in clinical practice that impact care or the patient experience; set and manage regional quality indicators across the pathway; and leverage tools to model the impact of policy decisions. Methods: The LC DPM drafted a disease pathway map and established 5 multidisciplinary working groups (WGs) each focussed on a phase of the LC patient journey: prevention, screening, and early diagnosis; diagnosis; treatment; palliative care; the patient experience. WGs held 25 two-hour meetings and developed ideas for 17 QI projects. 8 were selected for discussion at a provincial consensus conference and yielded a Priorities for Action Report. Regional “roadshows” were held in all 14 regions of the province at which region-specific data on incidence, stage at diagnosis, compliance of treatment with guidelines and wait times, amongst other metrics relevant to LC, were shared with the regional care providers. Funding was provided by CCO for regional QI based on the data and identified priorities. Results: Completed diagnostic and treatment pathways are posted on CCO’s website as are educational materials on dyspnea management, including a patient video and a document prepared by patients for patients “Understanding Lung Cancer.” Lung diagnostic assessment units/programs have been initiated in 14 regions. An audit is underway to better understand the barriers to the uniform uptake of evidence-based practices across the province. The percent of LC patients whose symptoms are assessed at least once a month using a standardized symptom assessment instrument (ESAS) has improved. Conclusions: Regional cancer programs are now aware of their performance on a range of LC specific quality metrics. Standardized diagnostic and treatment pathways have been developed and assessment units have been implemented across the province.

Feasibility of Medical Education through Email: Darsnameh e - Learning System as a National Pattern

Introduction: while internet and web could bridge over time and place barriers of educa-tion, some websites developed educational programs in different fields. The nation-wide Darsnameh e-Learning System is one of the accepted and popular services basically for ICT education and other miscellaneous topics. Here, we try to collect the characteristics of this system to assess the feasibility of its adaptation for medical education. Methods: we considered five aspects (infrastructure, registration, content, timing, and user) and two criteria (user-friendliness and reliability) to assess the adaptation of Darsnameh model for medical education. Assessment team consisted of a software engineer, a medical librarian, and a medical education expert each of them voluntarily and optionally registered in one of the Darsnameh courses and finished it. Passing each course took 43 days on average. Three two-hour meetings were held to assess the system in group discussions. All discus-sions were recorded and their contents were analyzed to form the assessment concepts and categories. To determine adoptability of the system for medical education, scores of 0-7 was considered. Results: in Categories of infrastructure, registration, content, timing, and users were scored 6, 2, 6, 4, and 4 respectively. Also, user-friendliness and reliability criteria were scored 6 and 1. Except reliability criteria, other characteristics were consi-dered as adoptable for medical education. But reliability of the registration information, content, exam results, course certification, and affiliation of developers remained unreliable. Conclusion: implementation of e-learning for medical education through email could be considered as a new developmental approach, however because of limitations of current study, it should be evaluated for a large number of subjects such as general practitioners.

Across the great divide: Boundaries and boundary objects in art and science

This paper explores collaboration between artists and scientists through participant observation. Four artist/scientist pairs worked together to create ten-minute performances for a festival held in January, 2009 in Ithaca, New York. Each pair created their piece over the course of three two-hour meetings, the first of which employed a cultural probe to open a discourse between the artist and scientist and to facilitate collaboration. My role as a participant observer allowed me to closely observe collaborative processes in which pairs engaged in boundary work and made use of boundary objects. The boundary work helped the pairs establish authority and autonomy within their respective sub-fields, while at the same time provoking discussions that led to the creation of their projects. The pairs used three types of boundary objects: existing, created, and appropriated. These established a common language by which they could create and present their performances to an audience.

YPSP01-04 - Training on how to use the INTERMED: the experience at Modena medical school

ObjectivesINTERMED is an instrument to assess bio-psycho-social case complexity in general health care by focusing on past, present and future health needs and risks of patients. It consists in a structured interview defining 20 variables and related anchor points. The total score ranges from 0 to 60, reflecting the level of complexity and the related care needs/risks. The aim of this work was to describe the training process on the use of INTERMED and to assess its effectiveness.MethodsA training group of 9 subjects had two-hour meetings twice a month between April and September 2009. After introductory sessions on theoretical aspects and inter-trainee simulations on interviewing and scoring techniques, students were assigned the task of producing video-recorded clinical material, which was used to comment on interviewing skills and practice on scoring. Individual and consensus scores were collected at the beginning and at the end of the training and compared statistically by means of Cohen's kappa.ResultsMotivation and involvement of students in the training was high (participation was on a voluntary basis during extra-work hours), as satisfaction. Agreement between individual and consensus scores was high already at the beginning of the training (Cohen's kappa mean value of 0.80) and slightly improved during the course.ConclusionsThe training process gave positive results both on the quantitative and the qualitative sides of evaluation. A six-month 25-hour training period is a reasonable time for learning how to master the instrument, although it needs to be followed by the clinical practice.

The Keele community knee pain forum: action research to engage with stakeholders about the prevention of knee pain and disability

BackgroundInvolvement of users in health care research is central to UK health care policy, and guidelines for involvement exist. However, there are limited examples in rheumatology research. The aim of this study was to establish a community knee pain forum aimed at engaging stakeholders in design, dissemination and prioritisation of knee pain research.MethodsTen people were recruited to the forum representing a wide range of agencies. These included Weight Watchers, the leisure industry, Beth Johnson Foundation, health and social care professionals and the public. Three two-hour meetings over a two-year period were held. Experienced qualitative researchers facilitated each meeting. Written feedback after each meeting was elicited, and a short evaluation form was mailed to all members after the final meeting.ResultsEstablishing and maintaining a forum of mixed members required careful preparation and ongoing support. Meetings had to be well-structured in order to allow for balanced participation of lay and professional users. Users contributed to the design of methods, provided ideas for dissemination and set priorities for further research. Clear documentation of meetings ensured that users' contributions to the research cycle were transparent.ConclusionOur knee pain forum illustrates that community engagement can have a positive impact on the development, dissemination and implementation of health research. Engaging with non-academic partners enables mutual learning and this enhances the quality of NHS research.

Nutritional education and fruit and vegetable intake: a randomized community trial

We conducted a community trial-type intervention including a sample of 80 families living in a low income neighborhood in the municipality of Sao Paulo, Brazil, in 2004. The intervention relied on nutritional education to increase the participation of fruit and vegetables in the family diet, and was administered in the form of three two-hour meetings during three consecutive weeks. To evaluate the immediate impact of this educational intervention, families were randomly divided into two groups (intervention and control). Only the immediate impact of the intervention was evaluated, based on the participation of fruit and vegetables in the family's total food purchases in the months prior to and following the intervention. The comparison, which was favorable to the intervention group, showed a 2.9 percentage point increase (95% CI: 0.32; 5.39) in the proportion of total calories derived from fruit and vegetables.

Efficacy of a Group Therapy for Sexually Abused Adolescent Girls

ABSTRACT The effects of a group therapy program for teenage girls reporting child sexual abuse were evaluated by means of a pretest/post-test design with a control group. The psycho-educational intervention consisted of an average of 20 weekly two-hour meetings. Results of the repeated analyses of variance (ANOVA) revealed a sig-nificant improvement in youth participating in the therapy when compared with the control group on measures of post-traumatic stress, internalizing and externalizing behavior problems, coping strategies, relation- ship with the mother, and sense of empowerment. The findings suggest that the group therapy offered by the Centre d'Intervention en Abus Sexuels pour la Famille (CIASF) was effective in reducing symptoms for sexually abused teenagers.