Training Institutes for mobile health (mHealth) methodologies

移动医疗 (mHealth) 方法培训机构

基本信息

批准号：
10375377
负责人：
VIVEK SHETTY
金额：
$ 20.63万
依托单位：
UNIVERSITY OF CALIFORNIA LOS ANGELES
依托单位国家：
美国
项目类别：
财政年份：
2014
资助国家：
美国
起止时间：
2014-08-01 至 2024-01-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10375377
关键词：
Active Learning Addictive Behavior Address Age Altruism Back Behavioral Collaborations Community Health Competence Complex Development Devices Discipline E-learning Effectiveness Elements Ensure Evaluation Faculty Fostering Geography Health behavior change Healthcare Home Imagination Immersion Incubators Infrastructure Institutes Institution Intervention Knowledge Leadership Learning Life Style Logic Logistics Modeling Outcome Output Palpable Participant Pathway Analysis Positioning Attribute Process Research Research Personnel Resources Science Scientist Self Efficacy Social Network Students Substance Addiction System Technology Testing Trainers Training Training Training Programs United States National Institutes of Health Vocabulary Work addiction base behavior change behavioral health career networking catalyst collaboratory cost data to knowledge design digital digital health experience faculty mentor handheld mobile device health training improved innovation interdisciplinary collaboration interest lectures mHealth mHealth methodology mobile computing multidisciplinary next generation programs public health relevance skills success symposium theories tool virtual

项目摘要

The promise of mobile technologies in fostering health-behavior change (mHealth), particularly in behavioral and substance addictions, has been largely unrealized. Siloed development of mHealth solutions, an absence of shared vocabulary and a dearth of cross-disciplinary interactions are some of the underlying drivers. Version 2.0 of our annual mHealth Training Institute (mHTI) will refine and extend our capacity-building and knowledge transfer activities. Beyond inculcating shared knowledge and cross-cutting skills in behavioral change approaches and mHealth methodologies, our key objectives are to provide the mHTI scholars with team-science learning opportunities that promote transdisciplinary competencies and collaborations. Distinctive elements of the mHTI 2.0 include: 1) a blended learning approach that integrates e-learning and group lectures with team-based projects where disparate researchers, guided by experienced faculty mentors, co-create mHealth solutions for common problems; (2) a logic model that anchors program design, implementation, evaluation and iterative refinement; (3) testing of short and long-term effectiveness and impact through an articulated “Theory of Action” that connects the mHTI components (proposed activities) with indicators of implementation (outputs), and the intended effects (program outcome objectives); (4) social-network analyses to study how successful transdisciplinary networks develop and evolve among the mHTI scholars; and (5) independent assessments of the mHTI program by the UCLA Center for Research on Evaluation, Standards, and Student Testing (CRESST). Our “transdisciplinary mHealth incubator” will continue to derive from the contributions of an group of mHTI faculty with extensive training priors and a deep commitment to educating the next generation of diverse mHealth scientists. It will capitalize on UCLA’s culture of innovation for societal good, backing from campus leadership, and mature physical infrastructure and logistical systems to support knowledge transfer. Synergistic partnerships with the NIH-Mobile Data to Knowledge (MD2K) Center and Northwestern’s CTSA Team Science program will amplify the mHTI’s educational efforts. Enabling mHTI scholars with the MD2K’s ePlatform and digital tools will lower entry barriers to high quality mHealth research. Our virtual collaboratory (mHealthHUB) will facilitate and sustain transdisciplinary collaborations between the geographically-dispersed scholars. Furthermore, the mHealthHUB will serve as a low-cost ‘one-stop’ digital portal for disseminating mHTI content and MD2K tools broadly to the mHealth community and thus, promote long-term educational sustainability. Finally, the didactic resources of the mHTI will be curated into content clusters to serve as a toolkit for scholars desirous of delivering similar mHealth and team science training at their home institutions (Train-the-Trainer). By priming the mHealth innovation pipeline with a diverse cadre of self-actualizing, integrative scientists with transdisciplinary competencies and mindsets, mHTI 2.0 will ensure that the fields of behavioral health and addictive disorders are better positioned to realize the transformative potential of mHealth.

移动技术在促进健康行为改变（移动医疗）方面的前景，特别是在行为和物质成瘾，移动医疗解决方案的孤立开发基本上尚未实现。缺乏共享词汇和缺乏跨学科互动是一些潜在的驱动因素。我们的年度移动医疗培训学院 (mHTI) 2.0 版将完善和扩展我们的能力建设和除了灌输行为改变方面的共享知识和跨领域技能之外，还开展知识转移活动。方法和 mHealth 方法论，我们的主要目标是为 mHTI 学者提供团队科学促进跨学科能力和合作的学习机会。 mHTI 2.0 包括：1) 一种混合学习方法，将电子学习和小组讲座与基于团队的项目相结合，在该项目中，不同的研究人员在经验丰富的教师导师的指导下，共同创建移动医疗常见问题的解决方案；（2）锚定程序设计、实施、评估和实施的逻辑模型；迭代细化；（3）通过明确的“理论”测试短期和长期的有效性和影响行动”将 mHTI 组成部分（拟议的活动）与实施指标（产出）联系起来，以及预期的效果（计划成果目标）；（4）社交网络分析以研究成功程度跨学科网络在 mHTI 学者中发展和发展；(5) 独立评估加州大学洛杉矶分校评估、标准和学生测试研究中心 (CRESST) 的 mHTI 项目。我们的“跨学科移动医疗孵化器”将继续源自一群人的贡献 mHTI 教师拥有广泛的培训经验并致力于教育下一代多元化它将利用加州大学洛杉矶分校的创新文化造福社会，并得到校园的支持。领导力、成熟的基础设施和后勤系统来支持知识转移。与 NIH 移动数据知识 (MD2K) 中心和西北大学 CTSA 科学团队合作该计划将扩大 mHTI 的教育工作，为 mHTI 学者提供 MD2K 的电子平台和支持。数字工具将降低高质量移动医疗研究的准入门槛。将促进和维持地理分散的学者之间的跨学科合作。此外，mHealthHUB 将作为传播 mHTI 内容的低成本“一站式”数字门户 MD2K 工具广泛应用于移动医疗社区，从而促进长期教育的可持续性。最后，mHTI 的教学资源将被整理成内容集群，作为学者的工具包希望在其所在机构提供类似的移动医疗和团队科学培训（培训师培训）。通过以多元化的自我实现、综合科学家队伍来启动移动医疗创新渠道 mHTI 2.0 将确保行为健康和跨学科能力和思维方式成瘾性疾病更有能力实现移动医疗的变革潜力。