Seeking sexual health information online is common, and provision of mobile medical applications ... more Seeking sexual health information online is common, and provision of mobile medical applications (apps) for STIs is increasing. Young people, inherently at higher risk of STIs, are avid users of technology, and apps could be appealing sources of information. We undertook a comprehensive review of content and accuracy of apps for people seeking information about STIs. Search of Google Play and iTunes stores using general and specific search terms for apps regarding STIs and genital infections (except HIV), testing, diagnosis and management, 10 September 2014 to 16 September 2014. We assessed eligible apps against (1) 19 modified Health on The Net (HON) Foundation principles; and (2) comprehensiveness and accuracy of information on STIs/genital infections, and their diagnosis and management, compared with corresponding National Health Service STI information webpage content. 144/6642 apps were eligible. 57 were excluded after downloading. 87 were analysed. Only 29% of apps met ≥6 HON ...
BMC medical informatics and decision making, Jul 22, 2016
Despite considerable international eHealth impetus, there is no guidance on the development of on... more Despite considerable international eHealth impetus, there is no guidance on the development of online clinical care pathways. Advances in diagnostics now enable self-testing with home diagnosis, to which comprehensive online clinical care could be linked, facilitating completely self-directed, remote care. We describe a new framework for developing complex online clinical care pathways and its application to clinical management of people with genital chlamydia infection, the commonest sexually transmitted infection (STI) in England. Using the existing evidence-base, guidelines and examples from contemporary clinical practice, we developed the eClinical Care Pathway Framework, a nine-step iterative process. Step 1: define the aims of the online pathway; Step 2: define the functional units; Step 3: draft the clinical consultation; Step 4: expert review; Step 5: cognitive testing; Step 6: user-centred interface testing; Step 7: specification development; Step 8: software testing, usabi...
2011 IEEE 11th International Conference on Advanced Learning Technologies, 2011
... IX. Conclusions This paper has demonstrated the concept of a standards-based adaptation servi... more ... IX. Conclusions This paper has demonstrated the concept of a standards-based adaptation service by providing a platform for experimentation with realistic examples of learner profiles and learning objects that ... IMS Global learning/ Dublin Core AccessForAll project. ...
... Page 4. Proceedings ascilite Melbourne 2008: Full paper: Pearson, Green & Gkatzid... more ... Page 4. Proceedings ascilite Melbourne 2008: Full paper: Pearson, Green & Gkatzidou 744 Figure 1: The Portland VLE symbolised log-in screen ... A transformation, augmentation and substitution service for adaptable learning objects and learning patterns ...
Seeking sexual health information online is common, and provision of mobile medical applications ... more Seeking sexual health information online is common, and provision of mobile medical applications (apps) for STIs is increasing. Young people, inherently at higher risk of STIs, are avid users of technology, and apps could be appealing sources of information. We undertook a comprehensive review of content and accuracy of apps for people seeking information about STIs. Search of Google Play and iTunes stores using general and specific search terms for apps regarding STIs and genital infections (except HIV), testing, diagnosis and management, 10 September 2014 to 16 September 2014. We assessed eligible apps against (1) 19 modified Health on The Net (HON) Foundation principles; and (2) comprehensiveness and accuracy of information on STIs/genital infections, and their diagnosis and management, compared with corresponding National Health Service STI information webpage content. 144/6642 apps were eligible. 57 were excluded after downloading. 87 were analysed. Only 29% of apps met ≥6 HON ...
BMC medical informatics and decision making, Jul 22, 2016
Despite considerable international eHealth impetus, there is no guidance on the development of on... more Despite considerable international eHealth impetus, there is no guidance on the development of online clinical care pathways. Advances in diagnostics now enable self-testing with home diagnosis, to which comprehensive online clinical care could be linked, facilitating completely self-directed, remote care. We describe a new framework for developing complex online clinical care pathways and its application to clinical management of people with genital chlamydia infection, the commonest sexually transmitted infection (STI) in England. Using the existing evidence-base, guidelines and examples from contemporary clinical practice, we developed the eClinical Care Pathway Framework, a nine-step iterative process. Step 1: define the aims of the online pathway; Step 2: define the functional units; Step 3: draft the clinical consultation; Step 4: expert review; Step 5: cognitive testing; Step 6: user-centred interface testing; Step 7: specification development; Step 8: software testing, usabi...
2011 IEEE 11th International Conference on Advanced Learning Technologies, 2011
... IX. Conclusions This paper has demonstrated the concept of a standards-based adaptation servi... more ... IX. Conclusions This paper has demonstrated the concept of a standards-based adaptation service by providing a platform for experimentation with realistic examples of learner profiles and learning objects that ... IMS Global learning/ Dublin Core AccessForAll project. ...
... Page 4. Proceedings ascilite Melbourne 2008: Full paper: Pearson, Green & Gkatzid... more ... Page 4. Proceedings ascilite Melbourne 2008: Full paper: Pearson, Green & Gkatzidou 744 Figure 1: The Portland VLE symbolised log-in screen ... A transformation, augmentation and substitution service for adaptable learning objects and learning patterns ...
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