Training Institutes for mobile health (mHealth) methodologies

移动医疗 (mHealth) 方法培训机构

• 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
• 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

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.

移动的技术在促进健康行为改变（mHealth）方面的前景，特别是在 行为和物质成瘾，在很大程度上没有实现。移动健康解决方案的孤立发展， 缺乏共同词汇和缺乏跨学科互动是一些潜在的驱动因素。 我们的年度移动健康培训研究所（mHTI）2.0版将完善和扩大我们的能力建设， 知识转移活动。除了灌输行为改变方面的共享知识和跨领域技能之外 方法和mHealth方法，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。的独特元素 mHTI 2.0包括：1）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，在这些项目中，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mHealth （2）一个逻辑模型，它锚定程序设计，实施，评估和 迭代改进;（3）通过明确的“理论”测试短期和长期的有效性和影响 将mHTI组成部分（拟议活动）与执行指标（产出）联系起来， 和预期效果（计划成果目标）;（4）社会网络分析，以研究如何成功 mHTI学者之间的跨学科网络发展和演变;（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mHealth孵化器”将继续从一组的贡献， mHTI教师与广泛的培训先验和深刻的承诺，教育下一代的多样化 mHealth科学家它将利用加州大学洛杉矶分校的创新文化为社会公益，从校园的支持 领导力，成熟的物质基础设施和后勤系统，以支持知识转移。协同 与NIH移动数据到知识（MD 2K）中心和西北大学的CTSA科学团队合作 该计划将扩大mHTI的教育工作。使mHTI学者与MD 2K的ePlatform和 数字化工具将降低高质量移动健康研究的准入门槛。我们的虚拟协作实验室（mHealthHUB） 将促进和维持地理上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 和MD 2K工具广泛应用于移动健康社区，从而促进教育的长期可持续性。 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 希望在他们的家乡机构提供类似的移动健康和团队科学培训（培训师培训）。 通过启动移动健康创新管道与自我实现，综合科学家的多元化干部， 跨学科能力和思维方式，mHTI 2.0将确保行为健康和 成瘾性疾病更有可能实现移动健康的变革潜力。