RESUMO
BACKGROUND: Food delivery has emerged as a major need during the COVID-19 pandemic due to exacerbated socioeconomic insecurity and quarantine precautions. Efficient coordination, however, is often hampered by fragmentation and varying resource availability among health and food services in a city. The purpose of this study was to describe the rapid-cycle development and early implementation of Food Access Support Technology (FAST), a centralized digital platform that pairs health systems with community-based food and delivery partners to facilitate food access. METHODS: Using FAST, providers and staff can post requests for food delivery on patients' behalf, which are reviewed and claimed by eligible CBOs that can meet dietary criteria (e.g., low-sodium). Depending on CBO capacity, the delivery arm of the request may be completed by the same CBO or a different delivery partner, also matched via FAST. The design process engaged key stakeholders city-wide, including health systems, CBOs, and the Philadelphia Department of Public Health. Iterative, rapid-cycle innovation underpinned the development and scaling of FAST, with focus groups, user interviews, and weekly teamassessments driving programmatic changes.As of December 2021, FAST has onboarded 2 health systems and 10 CBOs. The platform tracked process measures, including request status and time between changes in request status. RESULTS: Between March and December 2021, 149 requests for food delivery were posted to FAST, representing 117 unique patients in 37 distinct postal codes. Of these requests, 117 (79%) were completed by 10 different food and delivery partners. The remaining were either in the process of completion (10%), cancelled (8%), or unfulfilled because patients were unreachable (3%). About 34% of requests were initiated from a health system, with the rest initiated directly from a food CBO for delivery only. Most requests (53%) were for one week's worth of food, though requests were completed for as much as 8 weeks' worth of food. The median time from post to delivery was 1 (IQR 0-4) day. Specifically, posted requests were usually claimed by a food and/or delivery partner in less than a day (IQR 0-0), and a median of 1 (IQR 0-4) day elapsed from claim by a delivery partner to actual delivery. Requests for prepared meals took longer to complete (7 days, IQR 0- 34) than requests for unprepared food (4 days, IQR 1-12). CONCLUSIONS: The early implementation of FAST suggests that centralized platforms for food delivery can benefit both patients and organizations by streamlining partnerships between health systems and CBOs - as well as facilitating the real-time coordination and sharing of resources among CBOs - to efficiently and effectively meet the food needs of patients. As calls mount for health systems to address the social determinants of health, FAST offers a rapid-cycle, community-engagedmodel for efficient resource coordination that may be increasingly crucial to respond to social needs and promote patient health.
RESUMO
The present world health crisis is having a decisive impact in the educational process of students of all ages and it has highlighted the need to renew and broaden the context in which they learn. This work aims at satisfying these changes by analysing a didactic experience with a group of Secondary students using an educational platform called Google Classroom. This application allows the direct connection of students with a number of ICT resources. We try to explore and reflect on the training possibilities offered by this new tool from the perspective of learning ecologies. The experience was carried out in the subject of Spanish language and Literature with 2nd, 3rd and 4th year ESO students (Spanish Compulsory Secondary Education) during the months of lockdown. A good deal of documentary information, together with the students perceptions, was gathered. The qualitative analysis carried out has allowed the identification of the dynamics implemented in the platform, as well as the implications of the learnings acquired at an academic, professional and personal level. The results show how the new digital contexts enrich the process of teaching and learning of the participants and, at the same time, contribute to fostering the impact in their training. In short, it is concluded that education needs more pedagogical experiences like these to update the training processes of the students and, simultaneously, understand how they learn in the digital era in order to guide them more appropriately. © 2021 University of Granada. All rights reserved.