Web-based Self Research Articles

A personalised intervention programme aimed at improving adherence to oral antidiabetic and/or antihypertensive medication in people with type 2 diabetes mellitus, the INTENSE study: study protocol for a randomised controlled trial

BackgroundMedication non-adherence is a prevalent health problem in people with type 2 diabetes mellitus (T2DM). Interventions have previously been developed to improve medication adherence, but inconsistent outcomes have been reported. A potential explanation for this inconsistency is a ‘one size fits all’ approach, with interventions not tailored to the needs and preferences of individuals. Therefore, the aim of this study is to evaluate the effectiveness of a personalised intervention programme aimed at improving adherence to oral antidiabetic and/or antihypertensive medication in people with T2DM.MethodsA parallel-group randomised controlled trial will be conducted in 40–50 community pharmacies in the Netherlands and the United Kingdom (UK). A total of 300 participants will be included and followed up for a period of 6 months. Participants will be people with T2DM identified as non-adherent to oral antidiabetic and/or antihypertensive medication, aged 35–75 years and mobile phone users. The intervention group will receive a personalised intervention programme that is based on one or more of the participants’ pre-defined non-adherence profile(s), namely (I) Knowledge and perceptions, (II) Practical problems, (III) Side effects and (IV) Negative mood and beliefs. The intervention comprises of one or more supporting modules, namely (I) Brief messaging, (II) Clinical medication review, (III) Medication schedule, (IV) Reminding messaging, (V) Medication dispensing systems, (VI) Smart messaging, (VII) Referral to general practitioner and (VIII) Unguided web-based Self Help Application for low mood. The control group will receive usual care including access to a publicly available informative diabetes website. The primary study outcome is medication adherence measured with a telephone pill count. Secondary outcomes are systolic blood pressure, HbA1c level, self-reported medication adherence, attitude and beliefs toward medication, satisfaction with diabetes treatment, health status and medical consumption and productivity cost. In addition, a process evaluation will be undertaken to establish the fidelity, reach and the extent to which intervention delivery is normalised in the daily practice of community pharmacy teams.DiscussionThe study can lead to a personalised intervention programme that improves medication adherence in people with T2DM that are non-adherent to oral antidiabetic and/or antihypertensive medication.Trial registrationDutch Trial Register, Trial NL8747, registered 02 July, 2020; ISRCTN Registry, ISRCTN36009809, registered 05 February, 2020.

Improving EFL Preparatory Stage Pupils’ Reading Comprehension Skills through a Web-Based Self Regulated Learning Strategies Program

The research aimed at investigating the effect of a web-based self regulated learning strategies program to improve EFL preparatory stage pupils’ reading skills. The participants of the research were sixty (60) second year preparatory pupils from Riyadh Elsalheen Private School, Mansoura, Al Dakahlia Governorate, Egypt. The study adopted the quasi-experimental research design. So, there were two groups: an experimental group (n= 30) taught through the suggested program and a control (n= 30) taught through the regular method. To collect data, the researcher used multiple instruments: an EFL reading skills test and self-regulated learning strategies inventory. The results of the research revealed that the experimental group outperformed the control group in the reading skills. The research recommends using web-based self-regulated learning strategies as a technique in teaching EFL skills and as a training approach in professional development programs of EFL teachers.

A Web-Based Self Regulated Learning Strategies Program to Improve EFL Preparatory Stage Pupils’ Speaking Skills

The research aimed at investigating the effect of a web-based self regulated learning strategies program to improve EFL preparatory stage pupils’ speaking skills. The participants of the research were sixty (60) second year preparatory pupils from Riyadh Elsalheen Private School, Mansoura, Al Dakahlia Governorate, Egypt. The study adopted the quasi-experimental research design. So, there were two groups: an experimental group (n= 30) taught through the suggested program and a control (n= 30) taught through the regular method. To collect data, the researcher used multiple instruments: an EFL speaking skills test, a speaking skills rubric and self-regulated learning strategies inventory. The results of the research revealed that the experimental group outperformed the control group in the speaking skills. The research recommends using web-based self-regulated learning strategies as a technique in teaching EFL skills and as a training approach in professional development programs of EFL teachers.

Turnitin-Development of Web-Based Self Assessment Instruments to Assess the Social Attitude of Students

This study aims to compile and develop an assessment instrument for students' social attitudes that is practical, valid and reliable. This study uses research and development (R&D) methods with the design proposed by Borg & Gall. The research was conducted at the Barito Kuala District Junior High School in the 2021/2022 academic year. Limited instrument trials were conducted with 100 students as respondents. Field trials were carried out on a wider sample, namely 900 studentswhich are spread over 7 State Junior High Schools in Barito Kuala Regency, namely: SMP Negeri 2 Alalak, SMP Negeri 4 Alalak, SMP Negeri 5 Alalak, SMP Negeri 2 Anjir Muara, SMP Negeri 1 Rantau Badauh, SMP Negeri 2 Rantau Badauh, and SMP Negeri 4 Balawang.Data collection was carried out by means of a questionnaire. In accordance with the characteristics of the type of response, the format of the measuring instrument chosen to present the items of the instrument is a questionnaire with a Likert scale. For each item there are 4 answer choices, namely Strongly Agree (SS), Agree (S), Disagree (TS), and Strongly Disagree (STS). Scoring on positive statements is done by giving a score of 4 for SS, 3 for S, 2 for TS, and 1 for STS. As for negative statements, scoring is done by giving a score of 4 for STS, 3 for TS, 2 for S and 1 for STS. Data analysis was carried out quantitatively using the SPSS version 25 program. After conducting small-scale and large-scale trials and experiencing several improvements, while determining reliability by using Cronbach's alpha formula, a reliability value of 0.866 was obtained which was categorized as having high reliability. The instrument is then entered into a Web-based application (Web-Based). Application) with link http://projectjs.xyz/angket/. For practicality in filling out the Web-based self-assessment instrument, 83% of students stated that it is very easy and easy to use. Based on these data, it can be said that the Web-based self-assessment instrument to assess students' social attitudes has valid, reliable and practical criteria so that it is feasible to use.

Alternative Web-Based Assessment and Academic Self-Efficacy of Pre-Service Student Teachers

The aim of the present study was to identify the effect of web-based self and peer-assessment approaches on improving pre-service student teachers' academic self-efficacy. In this context, a study was carried out during the second semester of the 2018 academic year among 48 pre-service student teachers enrolled in the Teacher Preparation Program, at the College of Education at King Faisal University. The Academic Self-Efficacy of Alternative Web-Based Assessment survey questionnaire (ASEAWA) was used for the purpose of this study. The results highlighted the value of utilizing self and peer-assessment approaches to enhance pre-service student teacher academic self-efficacy. The study found no significant difference between the influence of web-based self and peer-assessment approaches on academic self-efficacy in terms of the two ASEAWA factors investigated: Academic Achievement and Academic Development. This study has several implications for designers and developers of teacher preparation programs as well as for further research in the field.

Alternative Assessment Approaches and Quality Product Design Within Web-Based Learning Environments

The aim of the present study is to identify the impact of the alternative web-based self and peer assessment approaches on improving the quality of student educational projects. In this context, a study was carried out during the second semester of the 2017-2018 academic year among 48 postgraduate students at King Faisal University. Results indicated that both self and peer-assessment approaches are effective when assessing the quality of educational products. The results also showed that the extent of student experience with the self-assessment approach affects their assessment credibility and objectivity. This study emphasized the value of utilizing alternative assessment approaches in web-based learning environments as means of improving student performance, particularly when designing educational products. It may have theoretical and pedagogical implications for learners and teachers.

0530 Adherence to Positive Airway Pressure (PAP) devices: Feasibility of a Web-based Self Management Program.

0530 Adherence to Positive Airway Pressure (PAP) devices: Feasibility of a Web-based Self Management Program.

A sectional anatomy learning tool for medical students: development and user-usage analytics.

A sound knowledge of cross-sectional anatomy is needed to interpret radiological images. Ultrathin E12-plastinated slices serve as good learning resources to begin with, but effective utilisation of these resources are often challenging due to their fragility and lack of adequate laboratory time. To enhance interpretation of E12 slices, and also to promote independent learning, we developed a web-based self learning resource. An interactive online sectional anatomy learning tool (SALT) to learn the cross-sectional anatomy of the spinal levels, thorax, abdomen and pelvis was developed using Courselab software. SALT was piloted on third-year medical students learning regional and clinical anatomy of the human body. At the end of the academic year, student participation within the resource was analysed, and the resource usage was compared with the users' academic performance. Each aspect of SALT was accessed 338 times on average, by 51% of the class. The majority medical students accessed the resource after class hours. Continued research usage was observed on weekends and holidays, which peaked during exam periods. SALT usage also had a positive impact on the users' academic performance (p < 0.05). Students also used the resource after exams and during their subsequent years of study. SALT promoted independent learning, as well as enhanced students' learning experience and academic performance. Having the benefit of online access, the resource was used almost 24/7, both on and off-campus. Educators should be encouraged to develop and trial their own simple inexpensive online resources tailormade to meet student needs and supplement to the existing traditional teaching techniques.

57 Take Charge of Burn Pain: Development and Feasibility

Burn related pain is a common experience post‐injury impacting physical, psychological and social recovery, and reducing long‐term function and community participation. While there have been extensive efforts to develop acute pain control strategies for use during the hospitalization phase of burn care, and self‐management pain management approaches have proven efficacy in other painful conditions, self‐management strategies for managing chronic pain due to burn injury have not been developed or tested. The goals of this project are to develop, and evaluate the efficacy of pain self-management, web‐based intervention, using an RCT design. This paper reports on the development of the program and provides data on the initial feasibility and acceptability. The the Take Charge of Burn Pain online self-management program (www.takechargeofburnpain.org) was developed in conjunction with the Phoenix Society, using a participatory action research model. This process resulted in a cognitive-behavioral based, 7 session, interactive program that utilizes the principles of self-management to provide knowledge, self-monitoring, pain coping skill development and practice. In the RCT, persons with burn related pain are randomized to standard care plus web-based education attention control) or standard care plus the TCB-Pain web-based self- management pain intervention. Patient reported outcomes are gathered via web-based questionnaires at baseline, 2 months and 5 month follow-up. Eligibility criteria are: 18 to 70 years of age, having experienced a burn injury requiring hospitalization at least 6 months prior to enrollment; 2) Reporting a pain severity score on the Brief Pain inventory of 4 (0‐10) or higher; 3) Reporting pain of at least 3 months duration; and 4) English speaking. The 108 participants are 56.5% female, 70% white, 14% Latino/Hispanic, 76% have more than high school education, and a mean age of 43. At program completion participants report high levels of satisfaction with the program (86% reported benefits equal or exceed effort put into the program). Of the 108 participants that have been enrolled 28 (26%) have not started the program and 12 (11%) inactive and 64 (60%) have completed. Participants report high levels of satisfaction with the program and perceive benefits at program completion. There are significant numbers of individuals who enroll in the program and do not complete. Additional research is needed to identify methods to enhance program completion and determine the long term impact on pain, pain interference, distress and quality of life. The Take Charge of Burn Pain program is designed to be part of a multi-modal pain program by providing an accessible, web‐based system, to develop evidenced‐based pain self‐management skills.

FRI0087 Test-retest reliability of das28, sdai and cdai in rheumatoid arthritis when based on patient self-assessment of tender and swollen joints

BackgroundAs the opportunities for web-based self management, support and clinical decision-making across chronic diseases increase, there is an urgent need to explore reliable means of eliciting self-reported symptoms and disease...

Self report assessment and support for cancer symptoms: Impact on hospital admissions and emergency department visits.

e20552 Background: Attending to symptoms and side effects promotes safe and effective delivery of cancer therapies. Educated and supported patients (Pts) may be able to self-manage symptoms (Sx) and know when to contact the clinician, avoiding emergency department visits (EDV) or hospital admissions (HA). The web-based Electronic Self Report Assessment for Cancer (ESRA-C) is an easy-to-use, automated program for assessing and teaching about symptom and quality of life issues (SQI) and has been shown to improve communication and reduce symptom distress over the course of active therapy. The purpose of this secondary analysis was to explore the impact of the ESRA-C intervention on rates of EDV and HA. Methods: AdultPts with all cancer types and stages treated in medical and radiation oncology at a comprehensive cancer center used ESRA-C to self-report SQI during new anti-cancer therapy, with summary reports delivered to clinicians. Patients were randomized to assessment-only ESRA-C (control) or the ESRA-C intervention adding self-monitoring and education and coaching between clinic visits. We analyzed group differences on EDV and HA using descriptive statistics and a two group unequal variance t-test. Results: Among 663 Pts, 34 out of 327 control Pts made 47 EDV vs 30 out of 336 intervention Pts made 42 visits. Likewise, 36 control Pts had 59 HA vs 36 intervention Pts who had 41 HA during the study duration. The majority of EDV (87%) and HA (88%) were Sx-related. The frequency of Sx-related events (EDV or HA) was higher in the control (n=94) vs the intervention group (n=71). The mean number of unplanned events were 0.29 and 0.21 per patient in the control and intervention groups, respectively (p=0.24). Conclusions: Although the trial sample size was not planned to test differences in EDV or HA, the ESRA-C intervention, compared with assessment alone, may have reduced symptom-related EDV and HA in a large sample of patients during active cancer treatment. If we are able to reduce Sx-related unplanned visits and admissions from more than 1 of 4 patients to 1 of 5 patients with an automated, patient-centered system, we can anticipate substantial cost savings when scaled to the volume of most comprehensive cancer centers. Clinical trial information: NCT00852852.

Web-based self- and peer-assessment of teachers’ digital competencies

Although there exist several alternative frameworks and standards for describing the digital competencies expected from teachers, there is a lack of Web-based assessment tools that allow authentic,...

Electronic self-report assessment for cancer: Results of a multisite randomized trial.

9008 Background: Attending to symptoms and side effects promotes safe and effective delivery of cancer therapies. Providing focus to the patient’s report in the clinic can efficiently address the most important concerns, without extending visit times. The web-based electronic self report assessment for cancer (ESRA-C) and clinician summary has been shown to improve patient-clinician communication about symptoms and quality of life issues (SQI). The purpose of this trial was to evaluate the impact of an enhanced ESRA-C intervention (ESRA-C INT) on symptom outcomes. Methods: Patients (planned N=702) with all cancer types treated in stem cell transplant, medical oncology and radiation oncology at two comprehensive cancer centers used ESRA-C to self-report SQI during and after new anti-cancer therapy, with summary reports delivered to clinicians. Patients were randomized to standard ESRA-C (control) or ESRA-C INT adding the opportunity to self-monitor SQI between clinic visits and receive self-care SQI management education, plus custom coaching on how to report SQI to clinicians, all delivered via a secure web sites. We analyzed the intervention effect on Symptom Distress Scale (SDS) scores using a two-sided t-test and multivariate linear regression, adjusting for pre-selected covariates, including baseline SDS, age, service, and work status. Results: Among 757 patients (increased N due to involuntary attrition), demographic variables were balanced between groups except age (t=2.13; p=.03) with a younger INT group (mean 1.97 year difference). Of the 562 patients who completed final reports, the control group reported significantly higher SDS scores (t= 1.98; p = .048). A significant interaction between study group and age was observed; significantly lower SDS scores were found in the ESRA-C INT group among patients &gt; 50 years (-1.95; p=.002), and no significant difference among patients &lt; 50. Conclusions: Adding self-care and communication coaching to ESRA-C, a system to allow self-report and clinician notification of SQI, reduced symptom distress in a large sample of patients during and after active cancer treatment compared with ESRA-C alone. Patients over the age of 50, in particular, may benefit from the intervention.

On characteristics influencing consumer’s intention to use web-based self-service

Information technology (IT) brings unforeseeable impacts and challenges on service industries. This is because IT creates endless possibilities for them to revolutionize their service delivery process. For example, interactive voice response systems, interactive kiosks, the Internet, and multimedia DVDs all become new channels that allow companies to directly communicate with consumers. Facing pressure of mounting labor costs, most enterprises rush to adopt technologies to improve their operational efficiency and service quality. The consumer’s intention to use the web-based self service (WBSS) becomes a key factor to determine if the WBSS will be successful. In this study we adopted the Technology Acceptance Model (TAM) as the research framework and conducted an empirical study to examine what effects that WBSS characteristics such as response time, responsiveness, and customized control may have on the consumers’ intention to use the WBSS. The result shows that the customized control characteristic directly affects the consumers’ intention to use the WBSS. It suggests that companies need to enhance the flexibility of the WBSS in the service delivery process so that the consumer can increase the intention to use the WBSS.

Longitudinal Benefits of Wellness Coaching Interventions for Cancer Survivors

AbstractPurpose: To evaluate the immediate and longitudinal impact of 6 Wellness Coaching (WC) sessions for cancer survivors in improving health, fitness, well-being, and overall quality of life (QOL). Methodology: Thirty participants were recruited in three states and received intervention through the telephone. The participants included 20 breast, 7 prostate and 3 colorectal cancer survivors who ranged between 0.5 – 9 years since primary treatment ended. Instrument measures at baseline and the completion of the program included (3, 9, and 15 months from baseline): Hospital Anxiety &amp; Depression Scale (HADS), Exercise Stage Assessment, Quality of Life Patient/Cancer Survivor and Self-Efficacy Scales. A web-based self report Wellcoach® Well-being Measurement was also completed on-line. This was used for documentation and follow-up communication between coaching sessions with a certified wellness coach and fitness professional for 6 WC sessions for 3 months. They were followed for a year after the completion of the intervention to evaluate the sustainability of WC. Results: During the intervention period, significant improvements were found in depression (p=.003) and anxiety (p=.002) measured by HADS, increased Exercise Stage Assessment (p=.001), and QOL (p=.001). Positive trends were noted in all other measures during the 3 months of coaching. These positive trends continued from the cessation of coaching to 6 months after the intervention. A slight decline in these improvements was observed from 6 to 12 month but did not return to baseline. Patient-reported WC process improved lifestyle habits by helping with positive goal setting, awareness of food choices, and exercise as primary elements. Actual reported changes and improvements included exercise and eating healthier. The most helpful aspect of working with a personal coach included motivation and feedback. Self report of fruit and vegetable consumption increased, and BMI and weight were reduced. Conclusion: Wellness Coaching may decrease psychological distress, improve quality of life as well as self-reported health behavior and weight in cancer survivors. Wellness coaching has the potential to bridge between clinical medicine and multiple health and social disciplines to improve the overall well-being of cancer survivors. These findings need to be confirmed in a randomized controlled trial.

The design and application of a web-based self- and peer-assessment system

This study describes the web-based self- and peer-assessments system, or the Web-SPA, which has been shown to provide teachers with a flexible interface with which to arrange various self- and peer-assessment procedures. Secondly, this study examines the effects of the application of the progressively focused self- and peer-assessment (PFSPA) procedures that are made available with the Web-SPA. In an evaluative study with 76 third-graders (14 or 15 years old) of junior school, it has been found that the upon completion of the PFSPA activities, the students demonstrate greater objectivity in their self-assessment scores; it has also been shown that significant consistency is found between the students’ self- and peer-assessments results and that the assessment results of teachers. Furthermore, the quality of the students’ works improved after the assessment activities.

Evaluating Proposals for Experiments: An Application of Web-Based Self-Assessment and Peer-Assessment

Thirty-four undergraduates used Web-based self- and peer-assessment procedures for evaluating proposals in experimental psychology courses. Students presented their proposals and commented on the proposals of others on the Web. Results indicated that proposal observation and peer interaction enhanced the quality of students' proposals. These procedures also enhanced the interrater reliability of within-group members' proposal ratings.