Abstract B15: Assessing the feasibility of an online cognitive health education program to address cognitive changes among breast cancer survivors
Bibliographic record
Abstract
Abstract Background: Currently in the United States, there are an estimated 3.5 million breast cancer survivors (BCS), of which up to 75% in treatment and 35% after treatment report cognitive changes. To increase awareness of cognitive changes after treatment and promote healthy living to address those changes among BCS, Think Well: Healthy Living to Improve Cognitive Function (TW) was developed. The TW curriculum was evidence-based in knowledge of cognitive changes and potential compounding effects of unhealthy lifestyle behaviors (i.e., poor nutrition, lack of physical activity, and inadequate sleep hygiene), as well as complex issues occurring with return to work. The resulting TW program addressed cognitive health, cognitive changes after treatment, healthy living strategies to promote cognitive function (i.e., nutrition, physical activity, stress management, and sleep), brain exercises (i.e., crossword puzzles, problem solving, and learning new activities), and compensatory strategies (i.e., using a planner, setting reminders, and note taking). Through the use of community engagement, the TW program was delivered over a two year period (2014-2016) in community settings throughout North Central Alabama. Purpose: To assess the feasibility of disseminating a web-based TW. Methods: A web-based TW was developed from the existing evidence-based TW program consisting of: 1) cognitive changes after treatment; 2) healthy living strategies to promote cognitive function; 3) brain exercises; and 4) compensatory strategies. Delivery of the web-based TW was via the website (www.ThinkWell.tips) and employed: 1) videos; 3) downloadable tip sheets; 4) events calendar; and 4) links to other websites for additional resources. The website was launched October 15, 2015. Website use was measured via Google Analytics for the time period of October 15, 2015 - June 20, 2016. Results: Google Analytics revealed 1,546 sessions, 1,177 users, and 2,224 page views for the designated time period as well global users (i.e., United States, Russia, United Kingdom, China, Japan, Germany, Netherlands, Canada, and Brazil). The most visited pages included cognitive changes, nutrition, tip sheets, and events. Discussions/Conclusions: Results demonstrated that dissemination of a web-based TW was feasible and may have a global impact. To improve awareness of the TW website, future dissemination methods include distribution of business cards at professional/community events and engaging existing partners to disseminate via social media. Further TW website enhancements include a cognitive health blog and links to healthy living mobile applications and cognitive training platforms. Acknowledgement: Think Well is supported by a grant from the North Central Alabama Affiliate of Susan G. Komen. Authors are also supported by funding: Susan G. Komen Graduate Traineeship in Disparities Research, Robert Wood Johnson Foundation Future of Nursing Scholarship, American Cancer Society Doctoral Degree Scholarship in Cancer Nursing (DSCN-15-073-01 and DSCN-16-066-01), Jonas Nurse Leaders Scholarship, and Gladys Farmer Colvin Doctoral Fellowship. Citation Format: Jennifer Bail, Timiya S. Nolan, Jacqueline Bui, Silvia Gisiger-Camata, Karen Meneses. Assessing the feasibility of an online cognitive health education program to address cognitive changes among breast cancer survivors. [abstract]. In: Proceedings of the Ninth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2016 Sep 25-28; Fort Lauderdale, FL. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2017;26(2 Suppl):Abstract nr B15.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.002 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.007 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".