Co-producing tools to support integrated primary care discussions and medical curriculum renewal: A mixed methods dissertation to guide implementation of the 24-Hour Movement Guidelines for Adults
Notice bibliographique
Résumé
Calls for physical activity (PA) promotion in medical practice and education have long populated the literature. Some tools have been integrated into primary care and some content on PA prescription and counselling have graced the medical curriculum in aims of improving health professionals’ knowledge and frequency of, and confidence and skill in, PA promotion. Often, PA is the only movement behaviour emphasized in these initiatives; however, Canada’s 24-Hour Movement Guidelines for Adults (24HMG) now support the health benefits of achieving an optimal combination of three interrelated movement behaviours—PA, sedentary behaviour, and sleep. Further, many of these initiatives have not adequately considered the specific contexts of primary care providers (PCPs) and medical educators, resulting in the need for tools and strategies that better address these knowledge-practice gaps. Mobilizing 24HMG evidence in practice is dependent on individual and contextual factors. Thus, to enhance movement behaviour promotion in primary care and medical education, the barriers, enablers, and complexity inherent in these two contexts must be considered. The overarching objective of this mixed methods dissertation was to enhance the uptake and use of the 24HMG among health professionals in Canada. A co-production approach was taken in all five studies to collaborate with relevant primary care and medical education experts from project outset. The aim of Studies 1-3 was to co-develop a tool for PCPs to implement the 24HMG in their practice. A scoping review followed by a qualitative think-aloud and near-live study and a mixed methods modified Delphi study were conducted. Findings informed the co-development and dissemination of the Whole Day Matters Toolkit for Primary Care. The aim of Studies 4-5 was to co-develop a competency-based curriculum map and integrated mapping process to implement the 24HMG in the local medical curriculum. An environmental scan of the local medical curriculum was performed, followed by a mixed methods modified Delphi study. Findings led to a 24HMG curriculum map, 24HMG objectives, and considerations for engaging in integrated curriculum mapping processes in competency-based education. The results of this dissertation have far-reaching implications including guiding future movement behaviour promotion in medicine, discussion tool development, and competency-based curriculum renewal.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».