운동을 잘 안 하는 아프리카계 미국인 여성들이 운동을 지속하도록 돕기 위한 사회적 지원 연구입니다.

Qualitative interviews examining social support for PA conducted with African American (AA) women recruited from Wheeler Avenue Baptist Church located in Houston used to design Culturally-Appropriate Peer-based Motivational Interviewing (CAPMI) intervention.

CAPMI Intervention: Training + Weekly Partner Questionnaire + Interview + PA Newsletter

In-person 8-hour group physical activity training session (either over 1 or 2 days) and receive workbook and pedometer.

Training

Weekly during Weeks 2-7, complete question form given at training course about conversations with study partner, 5 minutes to complete.

Questionnaire

Weeks 4 and 8, 30 minute phone interview about mood and physical activity.

Interview

At Weeks 5 and 9, receive a physical activity (PA) newsletter.

PA Newsletter

휴스턴에 위치한 휠러 애비뉴 침례교회에서 모집한 아프리카계 미국인(AA) 여성을 대상으로 실시한 PA에 대한 사회적 지지를 조사하는 질적 인터뷰를 통해 문화적 적절성을 고려한 동료 기반 동기 부여 인터뷰(CAPMI) 개입을 설계했습니다.

CAPMI 개입: 교육 + 주간 파트너 설문 조사 + 인터뷰 + PA 뉴스레터

훈련

설문지

회견

PA 뉴스레터

신체 활동을 위한 동기 부여 인터뷰

Participants will only receive face-to-face nutrition education.

All participants will receive face-to-face nutrition education from specialist dietitians in accordance with the principles of nutrition for hypertension. Nutrition education will be provided through prepared brochures. The brochures will be given to participants as gifts. Nutrition education will cover topics such as hypertension and nutrition, nutrients, the importance of micronutrients, foods containing salt, reading labels, limiting salt consumption, healthy fat consumption, fibre consumption, water consumption, and healthy cooking methods.

Face-to-face nutrition education

Participants will receive face-to-face nutrition education and Intermittent Fasting Diet. Additionally, a brochure package containing information about Intermittent Fasting Diet models will be prepared by a dietitian and distributed to participants by the same dietitian along with the training.

Training will be provided to all participants through a food and nutrition photo catalogue so that portions can be recorded correctly and within standard limits when keeping a food diary. Participants will restrict their food intake to a 16-hour period by applying the 16/8 Intermittent Fasting Diet model and will eat and drink whatever they want during the remaining 8 hours. During this 16-hour period, they will consume non-energy drinks consisting of water, unsweetened tea, unsweetened herbal teas and black coffee. It will be recommended that intermittent fasting be maintained from 6:00 p.m. to 10:00 a.m. However, participants may also choose other 16-hour periods, such as 7:00 p.m. to 11:00 a.m. or 8:00 p.m. to 12:00 p.m. Participants will be given a tracking chart to record the first and last times they consume food or energy-containing beverages during the day, and their adherence to the diet will be monitored based on their declarations.

Intermittent Fasting Diet

Participants will receive face-to-face nutrition education and Mediterranean Diet. Additionally, a brochure package containing information about Mediterranean Diet models will be prepared by a dietitian and distributed to participants by the same dietitian along with the training.

Three separate packages compliant with the Mediterranean Diet will be given at the start of the study, 2nd week and 4th week.

Package 1: 250 mL natural extra virgin olive oil, 150 g walnuts, 1 avocado, 250 g black raisins, 1 L semi-skimmed UHT cow's milk, 1 kg green lentils and 1 garlic clove Package 2: 250 mL of natural extra virgin olive oil, 200 g of raw hazelnuts, 150-200 g of unsalted black olives, 140 g of dried apricots, 1 L of semi-skimmed UHT cow's milk, 1 kg of dried beans, and 700 g of unsalted tomato paste Package 3: 250 mL extra virgin olive oil, 180 g unsalted pumpkin seeds, 1 kg apples, 1 L semi-skimmed UHT cow's milk, 500 g whole wheat pasta and 500 g red lentils

Training will be provided to all participants through a food and nutrition photo catalogue to ensure that portions are recorded correctly and within standard limits when keeping a food diary. In addition, the dietician will provide this group with a diet plan calculated for energy, macro and micro nutrients, which will be different each week for the first four follow-ups. The diet plans provided will be prepared in accordance with the Mediterranean Diet food pyramid. Participants' energy requirements will be calculated using the Schofield Equation for basal metabolic rate, with adjustments made according to their physical activity levels. Energy requirements will be met by 45-50% from carbohydrates, 15-20% from protein, and 25-35% from fats.

Mediterranean Diet

Participants will receive face-to-face nutrition education and the combination of IFD and MD. Additionally, a brochure package containing information about IFD and MD models will be prepared by a dietitian and distributed to participants by the same dietitian along with the training.

Three separate packages compliant with the MD will be given at the start of the study, 2nd week and 4th week.

Pkg. 1: 250 mL natural extra virgin olive oil, 150 g walnuts, 1 avocado, 250 g black raisins, 1 L semi-skimmed UHT cow's milk, 1 kg green lentils and 1 garlic clove Pkg. 2: 250 mL of natural extra virgin olive oil, 200 g of raw hazelnuts, 150-200 g of unsalted black olives, 140 g of dried apricots, 1 L of semi-skimmed UHT cow's milk, 1 kg of dried beans, and 700 g of unsalted tomato paste Pkg. 3: 250 mL extra virgin olive oil, 180 g unsalted pumpkin seeds, 1 kg apples, 1 L semi-skimmed UHT cow's milk, 500 g whole wheat pasta and 500 g red lentils

Aysel AKHUNDOVA, Dr.

Mehmet KOÇAK, PhD

Nihal Zekiye ERDEM, PhD

Nadide Gizem TARAKÇI FİLİZ, PhD

Emre BAYRAKTAROĞLU, PhD

Rüken Aslınur SAMANCI, MSc

PBT-A includes the elements of family based behavioral treatment for children with obesity, delivered exclusively to a parent via telehealth.

PBT-A provides all the elements of family based treatment for children with obesity, including nutrition and physical activity education, behavior therapy skills, and parenting skills.

PBT-A

This program provides information about nutrition, physical activity, sedentary behavior, sleep, emotions, and stress delivered exclusively to a parent via telehealth.

The HE arm will provide information about nutrition, physical activity, sedentary behavior, sleep, emotions, and stress.

Health Education (HE)

Kerri Boutelle, Ph.D.

CG-1: Leaflet + Dummy counselling CG-2: Mobile SMS + Dummy counselling CG-3: Leaflet + Mobile SMS + Dummy counselling

Participants will receive 6 leaflets containing messages on the burden of hypertension, consequences, and benefits of prevention of hypertension, and the healthy practices for preventing hypertension.

Participants will receive 24 SMSs containing the burden of hypertension, consequences, and benefits of prevention of hypertension, and the healthy practices for preventing hypertension.

And additionally receive a dummy counselling of 5 to 10 minutes informal discussion with the participants, which will not include any health messages that will be received by the participants of the intervention group.

Leaflets and mhealth education

CG-4: No intervention + Dummy counselling.

Participants will only receive a dummy counselling of 5 to 10 minutes informal discussion with the participants, which will not include any health messages that will be received by the participants of the intervention group.

Dummy Placebo

IG-1: Leaflet + Counselling (WHO Brief interventions) IG-2: Mobile SMS + Counselling (WHO Brief interventions) IG-3: Leaflet + Mobile SMS + Counselling (WHO Brief interventions) IG-4: Counselling (WHO Brief interventions)

Investigators will develop 6 leaflets and 24-SMSs containing messages on the burden of hypertension, consequences, and the benefits of preventing of hypertension, and the healthy practices for preventing hypertension, tobacco, physical inactivity, dietary salt intake, inadequate fruits and vegetables, overweight and obesity, and the use of trans fat. It will be written in plain and simple Bengali. Leaflets will be received by CG-1, CG-3, IG-1 and IG-3. 24-SMSs. Face-to-face counselling (approximately 20 min/session). A total of 20 sessions (1 cycle) will be provided. The session will be repeated if the cycle is over.

counseling, leaflet and mhealth education for hypertension

Only individuals whose self-identified gender on their national identity card is listed as (Male/Female/other) are eligible to participate.

Halima A. Sathi, MPH in NCD

Participants will receive 12, weekly 60-minute MT sessions (+/- 1 week) with homework in-between sessions to reinforce in-session concepts, practice musical skills, and serve as transitions to subsequent sessions

Therapeutic music lessons are the core component of the Music Therapy/MT intervention. Other components include guided music listening to help participants use music as a tool for regulating mood, energy, and attention, as well as music-centered discussions to help participants discover songs with personal meaning that they will enjoy learning to play.

Music Therapy/MT

Patients will receive 12, weekly 60-minute Therapist Attention-Music Education/TAME sessions (+/- 1 week) with homework in-between sessions to reinforce in-session concepts and serve as transitions to subsequent sessions. The TAME control group will involve board-certified music therapists guiding participants through music listening exercises.

Participants will receive 12, weekly 60-minute TAME sessions (+/- 1 week) with homework in-between sessions to reinforce in-session concepts and serve as transitions to subsequent sessions. The TAME control group will involve board-certified music therapists guiding participants through music listening exercises.

Therapist-Attention Music Education/TAME Control

The Wait-List Control/WLC group will receive usual care from healthcare providers and complete the same assessments as the other groups. The WLC will have the option of receiving either 12 sessions of MT or 12 sessions of TAME intervention when the study concludes after the 24-week waiting period. The WLC participants will choose which intervention (MT or TAME) they wish to receive.

Kevin Liou, MD

Patients attend meditation group sessions over 75 minutes once weekly for up to 5 weeks.

Meditation Therapy

Questionnaire Administration

Patients attend educational group sessions over 75 minutes once weekly for up to 5 weeks.

Educational Intervention

The intervention / experimental group will have one face-to-face education session, three follow-up telephone support sessions and a final home visit or phone call. Strategies to assist people with dementia with daily activities are compiled into the Carer Strategies Package. Healthcare professionals will deliver the program and work collaboratively with the informal carers to identify issues that arise during caregiving and problem-solve using the strategies included in the package.

The proposed Educational Program will have one face-to-face education session and three follow-up telephone support sessions. Strategies to assist the people with dementia with daily activities, developed from our prior work, have been compiled into a Strategies Package. Healthcare professionals will deliver the program and work collaboratively with the carers to identify issues that arise during caregiving and problem-solve using the strategies included in the package. Carers are provided with support and are encouraged to locate an appropriate strategy using the Strategies Package to help them assist in a daily task in which they want their care recipient to engage.

Daily-Activity-Focused, Strategy-Based Educational Program

The control group will receive emotional support from healthcare professionals on the caring issues raised. They will be provided with resource information about dementia and care. It will also include the same number of sessions as the experimental group in which carers will discuss the caring difficulties and possible solutions with the healthcare professionals as well as access to online resources.

This group will receive emotional support from trainers on the caring issues raised. It will include the same number of sessions as in the experimental group.

Usual Carer support

Patient randomized to intervention with patient-centered virtuel educational tools based on small videos

Randomization to virtuel education based on a tool of small videos accessible via smartphones

Virtuel education

Randomized to standard treatment without acces to virutel educational tools

Patients receive fisetin PO on days 1-3 of each cycle. Treatment repeats every 14 days for 8 cycles in the absence of disease progression or unacceptable toxicity. Patients also receive handout on the importance of physical activity during baseline. Patients undergo collection of blood samples on study.

Biospecimen Collection

Fisetin

Physical Performance Testing

Quality-of-Life Assessment

Patients receive fisetin PO on days 1-3 of each cycle. Treatment repeats every 14 days for 8 cycles in the absence of disease progression or unacceptable toxicity. Patients also receive individually tailored supervised exercise training consisting of 30-45 minutes of aerobic training and 20-30 minutes of resistance training three times a week over 16 weeks. Patients undergo collection of blood samples on study.

Receive individually tailored exercise intervention

Exercise Intervention

Patients receive placebo PO on days 1-3 of each cycle. Treatment repeats every 14 days for 8 cycles in the absence of disease progression or unacceptable toxicity. Patients also receive individually tailored supervised exercise training consisting of 30-45 minutes of aerobic training and 20-30 minutes of resistance training three times a week over 16 weeks. Patients undergo collection of blood samples on study.

Placebo Administration

Patients receive placebo PO on days 1-3 of each cycle. Treatment repeats every 14 days for 8 cycles in the absence of disease progression or unacceptable toxicity. Patients also receive handout on the importance of physical activity during baseline. Patients undergo collection of blood samples on study.

Mina S. Sedrak, MD

Mina S. Sedrak

Mina S. sedrak, MD

The clinician training is a generic, skills- and attitude-based approach for clinicians to acknowledge their decision making conversations with patients that 1) there is more than one option, and 2) patient's views matter in deciding what to do next. This tools-free approach can be used on the spot when needed and is termed fostering choice awareness (FCA). The one-hour training consists of 4 parts: 1) a knowledge session on evidence and guidelines on effective conversations and SDM, 2) video-review of behaviors which foster or hinder choice awareness, 3) clinical simulations in which clinicians practice fostering choice awareness behaviors, and 4) a reminder card for use in future clinic visits. Video clips will be of patient-clinician conversations around treatment decision making to prompt and probe clinicians' experiences, improve understanding, and improve practice.

Clinician communication training

The patient activation component consists of three questions patients can ask their clinician to help them become more involved: "1. What are my options?; 2. What are the possible benefits and harms of those options?; 3. How likely are each of those benefits and harms to happen to me?" These questions have been used in studies to promote improved communication in a number of conditions including cardiovascular disease, cancer, and women's health.

Patient activation

RA Choice presents information on FDA-approved RA treatments in a set of cards, which can be used alone or in combination based on a patient's preference, values, and the clinician's experience. The RA medication summary guide describes options for medication, physical therapy, occupational therapy, and ways to stay healthy with diet and exercise. Tool development followed key principles of creating low literacy materials that featured icons, short phrases written in plain language, and included topics of interest to RA patients faced with a medication decision. For the proposed study, we will include a paper-based version of the tool, or a web-based version available for telephone or VA Video Connect (VVC) visits. The tools will be updated to include new FDA-approved therapies (e.g., JAK inhibitors).

RA Medication summary guide and RA Choice

Gabriela Schmajuk, MD

Anna Montgomery

Madhavi Valiveti, MD

LaShaunda Isaac, MBA

Benjamin J Morasco, PhD MA

Alexandra P Bennett

Anais Tuepker, PhD MPH

Benjamin J. Morasco, PhD MA

Jennifer Barton, MD

Travis I. Lovejoy, PhD MPH

Joshua Baker, MD

Mariana Olave, BA

In-clinic or virtual educational session on germline testing in prostate cancer with a trained educator.

Educational intervention with trained educator on overview, rationale, implications, and risks and benefits of germline testing in prostate cancer.

Educational intervention.

Participants randomized to the experimental condition will be given access to the the "Online Parent Training in Early Behavioral Intervention" (OPT-In-Early; Dai et al., 2018, 2021,2022), a self-directed online resource for caregivers of children with autism or high likelihood of autism. The OPT-In-Early program includes 14 modules (6 mandatory, 8 optional) comprising text and video demonstrations to teach caregivers effective methods for improving their children's language, social, and adaptive skills (e.g., using utensils, toilet training), and reducing their children's disruptive behavior. Parents in the OPT-In-Early condition will be also offered the option to schedule brief support calls with a clinician for the duration of the 6-month trial, with a limit of three calls per week. These optional support calls are designed to provide parents with clarification and guidance on how to navigate the website materials, including selection of the appropriate modules.

the "Online Parent Training in Early Behavioral Intervention" (OPT-In-Early; Dai et al., 2018, 2021,2022) is a self-directed online resource for caregivers of children with autism or high likelihood of autism. The OPT-In-Early program includes 14 modules (6 mandatory, 8 optional) comprising text and video demonstrations to teach caregivers effective methods for improving their children's language, social, and adaptive skills (e.g., using utensils, toilet training), and reducing their children's disruptive behavior. Parents are taught how to facilitate joint attention, imitation, pretend play, language, sharing, emotional engagement, social play, and self-help skills such as feeding and dressing in their child using behavioral principles (e.g. prompting, shaping and fading) during play and naturalistic daily routines. The optional modules cover such topics as picky eating and toilet training.

Online Parent Training in Early Behavioral Intervention (OPT-In-Early)

Child-parent dyads randomly assigned to the waitlist group will not receive immediate access to the OPT-In intervention or any other intervention. However, after 6 month (equivalent to the the 6-month intervention period) they will be given access to the OPT-In intervention. However, outcomes will not be measured for these participants.

Educational video

This group was played a podcast containing information about epilepsy

Epilepsy education via podcast has never been provided in any clinical study in Turkey before. By providing education via podcast, we have made health education more accessible and repeatable.

epilepsy education via podcast

This group received routine outpatient information about epilepsy from their doctor. No additional intervention is required.

Participants randomized to the control group will receive enhanced pre-release diabetes education with registered or licensed practical nurse-delivered diabetes education about medications and insulin administration supplemented with the literacy tailored diabetes education packets used in the principal investigator's prior research.

Enhanced Education

Because eight avatars plus the educator avatar are allowed in the VE classroom at one time, we will cap enrollment for the feasibility study to allow for CHW and CDE training and the opportunity to work together during LIVE JustICE sessions. The DSMES will consist of six synchronous 1-hour education sessions and an hour support session for participants living in supervised community housing in the experimental group. We will run the six-week series sequentially a total of eleven times over 18 months. LIVE JustICE sessions will be held conveniently for participants, and days/times rotated if needed.

Diabetes LIVE JustICE will be an adaptation of the current Diabetes LIVE persistent multi-user online virtual environment built on the Unreal Engine (Epic Games, Inc., Cary, NC) that allows users to talk to each other in real-time and participate in instructor-led synchronous sessions. Users can access the virtual environment through IOS/Android devices. Instructors can show learning material such as Google Docs and PowerPoint. The LIVE JustICE community will contain a community center, a tranquility center, and a message board. This will be an interactive community where participants will communicate in real-time on their mobile device or, if preferred, using their computer via text or audio chat. Access to LIVE will allow participants to utilize resources and links in the application, leave a message on the message board for the diabetes educators, or engage with other participants. Research team members will add and trial gaming activities to the VE during this feasibility study.

Diabetes LIVE JustICE

Louise A Reagan, PhD

Stephen J Walsh, ScD

Stephen J Walsh, PhD

Intervention Group (IG):

12-week program consisting of:

* 6 PNE sessions (1 session of 90 minutes per week for 5 weeks).
* 19 sessions of TE (2-3 weekly sessions of 60 minutes, for 7 weeks).

Pain Neuroscience Education (PNE)+ Therapeutic Exercise (TE)

Delivery of a printed document with exercises to be performed at home for patients with persistent pain endorsed by a Scientific Society, as has been done in the Spanish Health Care Public System's usual practice with patients with chronic pain.

12-week program consisting of home exercises, performed 3 days/week.

Active Comparator: Usual treatment

A multidisciplinary team composed of a pharmacist, social worker, and nurse coupled to a self-monitoring blood pressure phone app will provide hypertension monitoring, medication titration, diet and lifestyle education, and referrals for social needs. The team will interact with the patients predominantly via tele-health remotely for 6 months.

The E3 Multidisciplinary team is composed of a remote pharmacist, social worker, and nurse working together with patients via a remote monitoring, educational hypertension phone app to overcome barriers to hypertension control via behavioral change, medication adherence and titration, diet and lifestyle education and resource referrals for social needs.

E3 Multidisciplinary Team

A research assistant ensures patients in the self-guided group have a home blood pressure monitor on enrollment and will call patients at 3 and 6 months to ensure the blood pressure monitor is functioning correctly and to remind patients to check their blood pressure and follow-up with their primary care doctors. Patients will continue with standard clinical care for hypertension in addition to receiving timed, mailed educational materials on hypertension, remote monitoring, diet and lifestyle recommendations for 6 months.

Patients will receive timed, mailed educational materials on hypertension self-monitoring, diet and lifestyle modifications to supplement usual clinic-based hypertension care with their primary care doctor. A research assistant will ensure patients have home blood pressure monitors on enrollment, and will remind patients to check their blood pressures and follow-up with their primary care doctors at 3 months and 6 months.

E3 Self-Guided Hypertension Education Program

Kristen Pallok, MD

Elizabeth Legorreta, MSN, NP-C

David Ansell, MD, MPH

Rebecca Dawar, MPH

Laura Zimmermann, MD, MS

Active intervention (intervention A) which will include training through peer coaching

Trainees will engage in 1:1 virtual zoom meetings facilitated by the study team scheduled weekly for 6 sessions with the opportunity for 2 makeup sessions. Sessions will last approximately 30 minutes and may include goal setting, review of progress, instruction, and "homework" of prescribed content for trainees to review. Participants may upload videos of themselves completing skills through Qualtrics to get feedback.

Intervention A: 1-on-1 wheelchair skills training by a peer coach

Waitlist control group that will receive the same intervention A but at 6 months

Self-study intervention with review of educational materials

Intervention B will be a series of educational videos that participants review and then are encouraged to the practice the skills. Participants will have access to the materials for 8 weeks. Group 3 will have access to approximately 3 hours of wheelchair skills video training content. Actual viewing time will depend upon the individual's training goal. While they will receive a weekly reminder about practicing, there is no prescribed frequency for how often they should be practicing the skills in the videos.

Intervention B: Training via educational videos

Lee Tempest, BS

Debbie Harrington, BS

* Pre-consultation ChatGPT patient education: The patients randomized into the ChatGPT education group will receive a ChatGPT patient education on paper prior to their consultation. The ChatGPT will write a patient-tailored education regarding possible reconstruction options. The patient will review this independently, without additional input or guidance from a research team member
* Patient post-consultation survey: All patients will receive a survey after the planned in-person consultation with the plastic surgeon.

This is created by entering the patient's age, medical history, social history, and case-specific details into Washington University ChatGPT Beta (HIPAA and FERPA compliant) by a study team member.

ChatGPT-generated patient education

- Patients will not receive any additional information prior to their consultation.

Usual patient education will include description of breast reconstruction options, with further elaboration on which option are more suitable to the patient. This include also review of risk of complications and expected recovery after surgery.

Usual patient education

* In order for the surgeon to be blinded to the study arm, all participants will have ChatGPT education created. Participating surgeons will review each patient education sheet prior to the consult and score the accuracy of the provided education sheet. The surgeon will proceed with the consultation as planned. The surgeon is blinded to the patient's study arm as they will be reviewing ChatGPT education for all patients. If any inaccuracies are identified in the patient education sheet, the surgeon will address this with the study team and have the errors fixed prior to providing to the patient.
* The surgeon will receive a survey after each in-person consultation, covering patient experience, surgeon experience, and education material accuracy.

Saif M Badran, M.D., Ph.D., FRCS

Justin M Sacks, M.D., MBA, FACS

Adapted version of the Family Check-Up/Everyday Parenting intervention

신체 활동을 위한 동기 부여 인터뷰

대면 영양교육, 간헐적 단식, 지중해식 식단

PBT-A, 건강 교육(HE)

고혈압 상담, 전단지 및 모바일 건강 교육, 전단지 및 모바일 건강 교육, 가짜 위약

음악치료/MT, 치료사-주의 음악교육/TAME 제어

교육적 개입, 명상 치료, 설문지 관리

일일 활동 중심, 전략 기반 교육 프로그램, 일반 간병인 지원

가상 교육

생체 시료 채취, 교육적 중재, 운동 중재, 피세틴, 신체 성능 검사, 위약 투여, 삶의 질 평가, 설문지 투여

임상의사 소통 교육, 환자 활성화, RA 약물 요약 가이드 및 RA 선택

교육적 개입.

조기 행동 개입을 위한 온라인 부모 교육(OPT-In-Early)

교육용 비디오

팟캐스트를 통한 간질 교육

당뇨병 LIVE Justice, 강화된 교육

통증신경과학교육(PNE)+치료운동(TE), 활성 비교: 일반 치료

E3 다학제 팀, E3 자가 고혈압 교육 프로그램

개입 A: 동료 코치의 1:1 휠체어 기술 훈련, 개입 B: 교육 비디오를 통한 훈련

ChatGPT에서 생성된 환자 교육, 일반 환자 교육

부모 교육 개입