To date, most empirical studies have applied cross-sectional designs to investigate the relationship between the built environment (BE) and travel behaviour (TB). Since these studies cannot identify causal influence, the use of designs that provide data on multiple moments in time seems necessary. This article classifies these designs and describes how they can be applied to identify causality in this relationship. We recommend the use of natural experiments to assess the impact of changes in land use/infrastructure and prospective longitudinal designs to assess the impact of residential or job moves. In addition, the role of the BE can be explored by assessing the impact of (1) deliberate TB change experiments and (2) changes in household circumstances across different spatial contexts over time. The use of randomised experimental designs is recommended for the former and prospective longitudinal designs for the latter. The article concludes with an outlook on future research.
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In this document, we provide the methodological background for the Safety atWork project. This document combines several project deliverables as defined inthe overall project plan: validation techniques and methods (D5.1.1), performanceindicators for safety at work (D5.1.2), personal protection equipment methods(D2.1.2), situational awareness methods (D3.1.2), and persuasive technology methods(D4.1.2).
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Only a few efforts have been made to define competencies for epidemiologists working in academic settings. Here we describe a multi-national effort to define competencies for epidemiologists who are increasingly facing emerging and potentially disruptive technological and societal health trends in academic research. During a 1,5 years period, we followed an iterative process that aimed to be inclusive and multi-national to reflect the various perspectives of the diverse group of epidemiologists. Competencies were developed by a consortium in a consensus-oriented process that spanned three main activities: two in-person interactive meetings in Amsterdam and Zurich and an online survey. In total, 93 meeting participants from 16 countries and 173 respondents from 19 countries contributed to the development of 31 competencies. These 31 competencies included 14 on "Developing a scientific question" and "Study planning", 12 on "Study conduct & analysis", 3 on "Overarching competencies" and 2 competencies on "Communication and translation". The process described here provides a consensus-based framework for defining and adapting the field. It should initiate a continuous process of thinking about competencies and the implications for teaching epidemiology to ensure that epidemiologists working in academic settings are well prepared for today's and tomorrow's health research.
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