The rising rate of preprints and publications, combined with persistent inadequate reporting practices and problems with study design and execution, have strained the traditional peer review system. Automated screening tools could potentially enhance peer review by helping authors, journal editors, and reviewers to identify beneficial practices and common problems in preprints or submitted manuscripts. Tools can screen many papers quickly, and may be particularly helpful in assessing compliance with journal policies and with straightforward items in reporting guidelines. However, existing tools cannot understand or interpret the paper in the context of the scientific literature. Tools cannot yet determine whether the methods used are suitable to answer the research question, or whether the data support the authors’ conclusions. Editors and peer reviewers are essential for assessing journal fit and the overall quality of a paper, including the experimental design, the soundness of the study’s conclusions, potential impact and innovation. Automated screening tools cannot replace peer review, but may aid authors, reviewers, and editors in improving scientific papers. Strategies for responsible use of automated tools in peer review may include setting performance criteria for tools, transparently reporting tool performance and use, and training users to interpret reports.
Background: Current use of smartphone cameras by parents create opportunities for longitudinal home-video-assessments to monitor infant development. We developed and validated a home-video method for parents, enabling Pediatric Physical Therapists to assess infants’ gross motor development with the Alberta Infant Motor Scale (AIMS). The objective of the present study was to investigate the feasibility of this home-video method from the parents’ perspective. Methods: Parents of 59 typically developing infants (0–19 months) were recruited, 45 parents participated in the study. Information about dropout was collected. A sequential mixed methods design was used to examine feasibility, including questionnaires and semi-structured interviews. While the questionnaires inquired after the practical feasibility of the home-video method, the interviews also allowed parents to comment on their feelings and thoughts using the home-video method. Results: Of 45 participating parents, 34 parents returned both questionnaires and eight parents agreed to an interview. Parent reported effort by the infants was very low: the home-video method is perceived as similar to the normal routine of playing. The parental effort level was acceptable. The main constraint parents reported was time planning. Parents noted it was sometimes difficult to find the right moment to record the infant’s motor behavior, that is, when parents were both at home and their baby was in the appropriate state. Technical problems with the web portal, reported by 28% of the parents were also experienced as a constraint. Positive factors mentioned by parents were: the belief that the home videos are valuable for family use, receiving feedback from a professional, the moments of one-on-one attention and interaction with their babies. Moreover, the process of recording the home videos resulted in an increased parental awareness of, and insight into, the gross motor development of their infant. Conclusion: The AIMS home-video method is feasible for parents of typically developing children. Most constraints are of a practical nature that can be addressed in future applications. Future research is needed to show whether the home-video method is also applicable for parents with an infant at risk of motor development problems.
Effective teaching for democracy requires an understanding of the teaching methods and educational characteristics that are effective in interventions. In order to address this requirement, we conducted a systematic literature review. We used an extensive search syntax and snowballing method that allowed us to find n = 2093 unique publications. After a screening process, we have included 54 interventions in 51 different quantitative effect studies written between 2010 and 2020. We categorized these interventions into five types of teaching methods: instruction, small-group work, assignments, projects, and democratic decision-making. We analyzed what the educational characteristics (i.e., subject matter, classroom interaction, classroom management) of these interventions were and for which democratic competences (i.e., knowledge, attitude, skill, behavior) they were effective. Our results show that teaching methods have differential effects on democratic competences. We also discuss the robustness of these results. Our study shows that there is still much to be gained in terms of research designs, the conceptualization of democratic competences, and the description of teaching methods.
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Chronische gewrichtsaandoeningen zijn veelvoorkomende aandoeningen waarmee patiënten bij de fysiotherapeut of oefentherapeut komen. Aandoeningen zoals artrose en reuma veroorzaken problemen in het dagelijks functioneren vanwege pijn en verminderde mobiliteit. Genezing is vaak niet mogelijk, maar het bevorderen van zelfmanagement kan verergering voorkomen. Oefentherapeuten en fysiotherapeuten spelen een centrale rol in het ondersteunen van zelfmanagement bij patiënten met gewrichtsaandoeningen. De inzet van online toepassingen, waaronder mobiele applicaties, en online platforms, die gericht zijn op het bevorderen van zelfmanagement (in dit voorstel gedefinieerd als Behavioral Intervention Technologies: BITs) kunnen patiënten met chronische gewrichtsaandoeningen ondersteunen. Echter, voor veel professionals is het onduidelijk hoe BITs kunnen worden ingezet om zelfmanagement te vergroten en hoe dit gecombineerd kan worden met fysieke begeleiding. Daarom onderzoeken we in dit tweejarige project de manier waarop oefen- en fysiotherapeuten coaching op zelfmanagement via BITs kunnen vormgeven. In werkpakket 1 brengen we met een review, observaties en een concept mapping in kaart welke elementen en randvoorwaarden van BITs belangrijk zijn voor het bevorderen van zelfmanagement. Zodra we inzicht hebben in deze elementen en randvoorwaarden wordt in co-creatie met stakeholders toegewerkt naar beroepsrollen en beroepscompetenties die voorwaardelijk zijn voor het gebruik van BITs. Met de input van deze onderzoeksactiviteiten ontwikkelen we samen met de doelgroep de AmSOS methodiek die professionals helpt bij het gebruik van BITs om zelfmanagement te bevorderen bij patiënten met chronische gewrichtsaandoeningen (WP2). Om te bepalen in hoeverre de methodiek bruikbaar is in de praktijk wordt in WP3 een haalbaarheidsstudie opgezet waarbij 25 eerstelijnsfysio- en/of oefentherapiepraktijken de AmSOS methodiek gaan gebruiken in de behandeling van patiënten met chronische gewrichtsaandoeningen. Omdat gewrichtsaandoeningen een substantieel onderdeel zijn van de curricula, maar tegelijkertijd weinig aandacht wordt besteed aan technologie en zelfmanagement, ontwikkelen we in WP4 een onderwijsmodule voor scholing van studenten en praktiserende oefen- en fysiotherapeuten.
Artificial Intelligence (AI) wordt realiteit. Slimme ICT-producten die diensten op maat leveren accelereren de digitalisering van de maatschappij. De grote innovaties van de komende jaren –zelfrijdende auto’s, spraakgestuurde virtuele assistenten, autodiagnose systemen, robots die autonoom complexe taken uitvoeren – zijn datagedreven en hebben een AI-component. Dit gaat de rol van professionals in alle domeinen, gezondheidzorg, bouwsector, financiële dienstverlening, maakindustrie, journalistiek, rechtspraak, etc., raken. ICT is niet meer volgend en ondersteunend (een ‘enabling’ technologie), maar de motor die de transformatie van de samenleving in gang zet. Grote bedrijven, overheidsinstanties, het MKB, en de vele startups in de Brainport regio zijn innovatieve datagedreven scenario’s volop aan het verkennen. Dit wordt nog eens versterkt door de democratisering van AI; machine learning en deep learning algoritmes zijn beschikbaar zowel in open source software als in Cloud oplossingen en zijn daarmee toegankelijk voor iedereen. Data science wordt ‘applied’ en verschuift van een PhD specialisme naar een HBO-vaardigheid. Het stadium waarin veel bedrijven nu verkeren is te omschrijven als: “Help, mijn AI-pilot is succesvol. Wat nu?” Deze aanvraag richt zich op het succesvol implementeren van AI binnen de context van softwareontwikkeling. De onderzoeksvraag van dit voorstel is: “Hoe kunnen we state-of-the-art data science methoden en technieken waardevol en verantwoord toepassen ten behoeve van deze slimme lerende ICT-producten?” De postdoc gaat fungeren als een linking pin tussen alle onderzoeksprojecten en opdrachten waarbij studenten ICT-producten met AI (machine learning, deep learning) ontwikkelen voor opdrachtgevers uit de praktijk. Door mee te kijken en mee te denken met de studenten kan de postdoc overzicht en inzicht creëren over alle cases heen. Als er overzicht is kan er daarna ook gestuurd worden op de uit te voeren cases om verschillende deelaspecten samen met de studenten te onderzoeken. Deliverables zijn rapporten, guidelines en frameworks voor praktijk en onderwijs, peer-reviewed artikelen en kennisdelingsevents.
Physical rehabilitation programs revolve around the repetitive execution of exercises since it has been proven to lead to better rehabilitation results. Although beginning the motor (re)learning process early is paramount to obtain good recovery outcomes, patients do not normally see/experience any short-term improvement, which has a toll on their motivation. Therefore, patients find it difficult to stay engaged in seemingly mundane exercises, not only in terms of adhering to the rehabilitation program, but also in terms of proper execution of the movements. One way in which this motivation problem has been tackled is to employ games in the rehabilitation process. These games are designed to reward patients for performing the exercises correctly or regularly. The rewards can take many forms, for instance providing an experience that is engaging (fun), one that is aesthetically pleasing (appealing visual and aural feedback), or one that employs gamification elements such as points, badges, or achievements. However, even though some of these serious game systems are designed together with physiotherapists and with the patients’ needs in mind, many of them end up not being used consistently during physical rehabilitation past the first few sessions (i.e. novelty effect). Thus, in this project, we aim to 1) Identify, by means of literature reviews, focus groups, and interviews with the involved stakeholders, why this is happening, 2) Develop a set of guidelines for the successful deployment of serious games for rehabilitation, and 3) Develop an initial implementation process and ideas for potential serious games. In a follow-up application, we intend to build on this knowledge and apply it in the design of a (set of) serious game for rehabilitation to be deployed at one of the partners centers and conduct a longitudinal evaluation to measure the success of the application of the deployment guidelines.
