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Evaluation of Financial Support Workshops for Patients Under State Pension Age With Degenerative Cervical Myelopathy: Survey Study

Evaluation of Financial Support Workshops for Patients Under State Pension Age With Degenerative Cervical Myelopathy: Survey Study

The workshop program consisted of 2 sessions delivered as a set. All sessions were held virtually on Zoom (Zoom Video Communications) and each lasted up to 2 hours. The workshop format was chosen in partnership with HARC. HARC provided expertise from generic sessions delivered previously, with the chosen workshop format encouraging interactivity and the ability to ask questions, as well as being cost-effective.

Tanzil Rujeedawa, Zahabiya Karimi, Helen Wood, Irina Sangeorzan, Roy Smith, Iwan Sadler, Esther Martin-Moore, Adrian Gardner, Andreas K Demetriades, Rohitashwa Sinha, Gordan Grahovac, Antony Bateman, Naomi Deakin, Benjamin Davies

JMIR Form Res 2025;9:e59032

Exploring Older Adults’ Perspectives on Digital Home Care Interventions and Home Modifications: Focus Group Study

Exploring Older Adults’ Perspectives on Digital Home Care Interventions and Home Modifications: Focus Group Study

Similarly, data collected during the coconstruction workshop, including researchers’ notes, was deidentified after the session. Participants were not compensated.

Mohamed-Amine Choukou, Jasem Banihani, Sarah Azizkhani

JMIR Form Res 2024;8:e52834

Using the Kirkpatrick Model to Evaluate the Effect of a Primary Trauma Care Course on Health Care Workers’ Knowledge, Attitude, and Practice in Two Vietnamese Local Hospitals: Prospective Intervention Study

Using the Kirkpatrick Model to Evaluate the Effect of a Primary Trauma Care Course on Health Care Workers’ Knowledge, Attitude, and Practice in Two Vietnamese Local Hospitals: Prospective Intervention Study

Reference 36: Two-day primary trauma care workshop: early and late evaluation of knowledge and practice Reference 38: Impact of primary trauma care workshop on the cognitive domain of final year medical students Reference 40: Impact of trauma workshop on knowledge, attitude and practice conducted on undergraduate Reference 50: Using Kirkpatrick’s model to measure the effect of a new teaching and learning methods workshopworkshop

Ba Tuan Nguyen, Van Anh Nguyen, Christopher Leigh Blizzard, Andrew Palmer, Huu Tu Nguyen, Thang Cong Quyet, Viet Tran, Marcus Skinner, Haydn Perndt, Mark R Nelson

JMIR Med Educ 2024;10:e47127

Training Australian Dietitians in Behavior Change Techniques Through Educational Workshops: Protocol for a Randomized Controlled Trial

Training Australian Dietitians in Behavior Change Techniques Through Educational Workshops: Protocol for a Randomized Controlled Trial

In these workshops, the use of behavior change techniques will underlie workshop material to target dietitians’ barriers across capability (eg, persuasion around capability), opportunity (eg, identifying barriers and problem-solving), and motivation (eg, focus on past success).

Hayley Breare, Barbara Mullan, Deborah A Kerr, Chloe Maxwell-Smith

JMIR Res Protoc 2023;12:e49723

The Gap Between AI and Bedside: Participatory Workshop on the Barriers to the Integration, Translation, and Adoption of Digital Health Care and AI Startup Technology Into Clinical Practice

The Gap Between AI and Bedside: Participatory Workshop on the Barriers to the Integration, Translation, and Adoption of Digital Health Care and AI Startup Technology Into Clinical Practice

A stakeholder focus group workshop was chosen as an appropriate data-collection tool because focus groups bring study participants to discuss a topic on facilitating trends and identification of critical problems, solutions, and experiences, allowing their specific perspectives and insights to emerge [21]. Thus, a stakeholder focus group workshop is a practical way to collect information from stakeholders, encouraging group interactions.

Iredia M Olaye, Azizi A Seixas

J Med Internet Res 2023;25:e32962

Behavior Change Training for Health Professionals: Evaluation of a 2-Hour Workshop

Behavior Change Training for Health Professionals: Evaluation of a 2-Hour Workshop

This was presented separately from our workshop and was not part of the intervention evaluation. The second and final component of the professional development day was the 2-hour behavior change workshop, which was facilitated by 3 of the authors. If attendees provided informed consent to participate in the research evaluation of the workshop, they completed a baseline survey before the workshop and a follow-up survey immediately after the workshop.

Barbara Mullan, Caitlin Liddelow, Darren Haywood, Hayley Breare

JMIR Form Res 2022;6(11):e42010

Guidance for Implementing Video Consultations in Danish General Practice: Rapid Cycle Coproduction Study

Guidance for Implementing Video Consultations in Danish General Practice: Rapid Cycle Coproduction Study

The number of participants ranged from 3 to 8 GPs in each workshop, which totaled 21 GPs (Table 1). All GPs had some or extensive experience with VCs. Workshops were used to discuss which key elements should be included in the guide to ease the implementation of VCs in general practice. Overview of participants (codesigners; N=54). a GP: general practitioner. b Technical or administrative staff with a supporting role to help general practice with technical issues.

Amanda Sandbæk, Line Due Christensen, Lotte Lykke Larsen, Nina Primholdt Christensen, Frida Greek Kofod, Ann Dorrit Guassora, Camilla Hoffmann Merrild, Elisabeth Assing Hvidt

JMIR Form Res 2021;5(11):e27323

Developing a Digital Solution for Dengue Through Epihack: Qualitative Evaluation Study of a Five-Day Health Hackathon in Sri Lanka

Developing a Digital Solution for Dengue Through Epihack: Qualitative Evaluation Study of a Five-Day Health Hackathon in Sri Lanka

One of the facilitators suggested that competition and collaboration were needed in equal amounts for a workshop like this to work: Collaboration and competition go hand in hand—they create team spirit and camaraderie. You need competition between the groups, so [that] the team gets more cohesion and self-identity to compete with the other team. It differentiates your team from the other.

Chitra Panchapakesan, Anita Sheldenkar, Prasad Wimalaratne, Ruwan Wijayamuni, May Oo Lwin

JMIR Form Res 2019;3(3):e11555