This study provides an in-depth understanding of the perceptions of patients with T2DM before use (acceptability) and after use (acceptance) regarding 4 different mobile health apps for diabetes control and self-management. This study was part of the TOPFIT Citizenlab project. TOPFIT Citizenlab is a 3-year research and innovation program in the eastern part of the Netherlands. Citizens, health care professionals (HCPs), and companies have joined forces with researchers to develop and implement technology for health and well-being.
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A primary teacher needs mathematical problem solving ability. That is why Dutch student teachers have to show this ability in a nationwide mathematics test that contains many non-routine problems. Most student teachers prepare for this test by working on their own solving test-like problems. To what extent does these individual problem solving activities really contribute to their mathematical problem solving ability? Developing mathematical problem solving ability requires reflective mathematical behaviour. Student teachers need to mathematize and generalize problems and problem approaches, and evaluate heuristics and problem solving processes. This demands self-confidence, motivation, cognition and metacognition. To what extent do student teachers show reflective behaviour during mathematical self-study and how can we explain their study behaviour? In this study 97 student teachers from seven different teacher education institutes worked on ten non-routine problems. They were motivated because the test-like problems gave them an impression of the test and enabled them to investigate whether they were already prepared well enough. This study also shows that student teachers preparing for the test were not focused on developing their mathematical problem solving ability. They did not know that this was the goal to strive for and how to aim for it. They lacked self-confidence and knowledge to mathematize problems and problem approaches, and to evaluate the problem solving process. These results indicate that student teachers do hardly develop their mathematical problem solving ability in self-study situations. This leaves a question for future research: What do student teachers need to improve their mathematical self-study behaviour? EAPRIL Proceedings, November 29 – December 1, 2017, Hämeenlinna, Finland
Background and aims Osteoarthritis (OA) of the knee or hip is associated with limitations in activities of daily life. There are only a few long-term studies on how knee or hip OA affects the course of physical performance. The aim of this study was to investigate the effects of knee or hip OA on physical performance during a follow-up period of 10 years. Methods Participants in the Longitudinal Aging Study Amsterdam with self-reported hip or knee OA (N = 155) were prospectively followed for 10 years on 4 occasions from the onset of OA and compared to participants without OA (N = 1004). Physical performance was tested with walk, chair stand and balance tests. Scores for each test were summed to a total performance score (range 0–12), higher scores indicating better performance. Generalized estimating equations were used to analyze differences between participants with and without OA, unadjusted as well as adjusted for confounders. Results There was a significant interaction between OA and sex (P = 0.068). Both in men and women, total performance was lower for participants with OA, with greater differences in men. Chair stand and walking performance (P < 0.05), but not balance, were lower in participants with OA. After adjustment for confounders, these associations remained significant in men but not in women. Additional analyses correcting for follow-up duration and attrition showed lower performance scores for men and women with OA. Conclusions OA negatively affected physical performance 3–6 years after it was first reported. Performance in men with OA was more affected than in women.
