Objective: To perform a systematic review of the literature concerning behavioural mobile health (mHealth) and summarize points related to heath topic, use of theory, audience, purpose, design, intervention components, and principal results that can inform future health education applications. Design: A systematic review of the literature. Method: Thirty-four interventions published in peer-reviewed journals before July 2010, employing a short message service (SMS) and/or multimedia message service to address health-related behavioural change, were reviewed. Results: Five interventions utilized SMS alone, 18 employed SMS/Internet, and 11 utilized SMS, Internet, and other strategies. Intervention length ranged from four weeks to one year. Twenty interventions (59%) were evaluated using experimental designs, and most resulted in statistically significant health behavioural changes. Conclusion: Surveillance of mHealth interventions’ role in facilitating behavioural change is a judicious parallel activity for health education and health behaviour authorities.

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Background Increasingly, hospitals are implementing multi-faceted programs to improve medication reconciliation and transitions of care, often involving pharmacists. Objective To help delineate the optimal role of pharmacists in this context, this qualitative study assessed pharmacists’ views on their roles in hospital-based medication reconciliation and discharge counseling. We also provide pharmacists’ recommendations for improving care transitions. Methods Eleven study pharmacists at two hospitals who participated in the Pharmacist Intervention for Low Literacy in Cardiovascular Disease (PILL-CVD) study completed semi-structured one-on-one interviews, which were coded systematically in NVivo. Pharmacists provided their perspectives on admission and discharge medication reconciliation, in-hospital patient counseling, provision of simple medication adherence aids (e.g., pill box, illustrated daily medication schedule), and telephone follow-up. Results Pharmacists considered medication reconciliation, though time-consuming, to be their most important role in improving care transitions, particularly through detection of errors in the admission medication history that required correction. They also identified patients with poor understanding of their medications, who required additional counseling. Providing adherence aids was felt to be highly valuable for patients with low health literacy, though less useful for patients with adequate health literacy. Pharmacists noted that having trained administrative staff conduct the initial post-discharge follow-up call to screen for issues and triage which patients needed pharmacist follow-up was helpful and an efficient use of resources. Pharmacists’ recommendations for improving care transitions included clear communication among team members, protected time for discharge counseling, patient and family engagement in discharge counseling, and provision of patient education materials. Conclusion Pharmacists are well-positioned to participate in hospital-based medication reconciliation, identify patients with poor medication understanding or adherence, and provide tailored patient counseling to improve transitions of care. Additional studies are needed to confirm these findings in other settings, and to determine the efficacy and cost-effectiveness of different models of pharmacist involvement.

This study examined sexual risk behaviors/outcomes among college students with online partners only, offline partners only, and both online/offline partners. Students with both online/offline partners were more likely to report sexually transmitted diseases, unintended pregnancy, and more vaginal/oral sex partners. Sex with online partners was not riskier than sex with offline partners.

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Universities worldwide engage students through online learning. One challenge is the ability to promote a community of learners in an online classroom. Faculty teaching online courses can include student video discussion posts to promote engagement and the development of an online student community. Faculty integrate student video posts into graded, online discussion board assignments. Students record and upload videos into online discussion board forums and then respond to one another’s videos using text-based discussion posts. There are benefits and challenges to this teaching method. Having a strong technical support staff can ease the use of video discussion posts in online courses. Overall, video discussion posts promote a sense of community in online courses

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