RESUMEN
Background: Knowledge-to-action gap exists in delivering physical activity (PA) to people with developmental disabilities via online platforms. Although web-based platforms have great potential in facilitating the delivery of PA for this target group, the lack of knowledge regarding web accessibility poses a challenge in accessing PA-related information online.Objective: This study evaluates the delivery of PA in terms of web accessibility. It also aims to identify barriers and facilitators in delivering PA knowledge to people with developmental disabilities online to improve web accessibility for the target user group.Methods: The study employs a concurrent nested design incorporating both quantitative (web usability questionnaire) and qualitative data (in-depth interviews). Fifteen pairs of individuals consisting of a person with developmental disabilities and a primary caregiver participated in the study, and three web-based platforms were selected for web accessibility tests and in-depth interviews.Results: The nested analysis provides a quantitative comparison of web accessibility and identifies barriers and facilitators of delivering PA for the target user group from the web accessibility perspective. Conclusion: The study findings could inform the development of accessible online platforms that distribute health-related knowledge to populations with developmental disabilities. Additionally, they could help enhance the design of other platforms intended for these populations.
Online platforms have significant potential to improve the delivery of physical activity information to individuals with developmental disabilities.Barriers to accessing online platforms due to poor web usability impede the process of online knowledge translation to end-users.Web usability can be enhanced by implementing appropriate interventions, such as restructuring navigation and redesigning the user interface.Improving web usability will enhance the accessibility of physical activity knowledge for individuals with developmental disabilities, which consequently will positively impact their health.
RESUMEN
OBJECTIVE: Web-based platforms for delivering physical activity (PA) to people with developmental disabilities have a great potential to improve the lives of many. However, their design, including the content design, lacks sufficient investigation. This study aims to evaluate three online platforms for delivering PA to people with developmental disabilities in terms of content quality and identify relevant barriers and facilitators of PA delivery. METHODS: The study used a methodological triangulation approach which involved quantitative evaluations by experts using an evaluation rubric, on-site observations and in-depth interviews with recruited participants. The participants consisted of 15 pairs of individuals, each consisting of a person with developmental disabilities and their primary caregiver. They were instructed to watch and follow five PA video content from each of the three platforms. The on-site observations and interviews were conducted in a large computer-equipped meeting room setting. RESULTS: The quantitative and qualitative analysis identified a set of barriers and facilitators of PA delivery related to content quality. Key barriers identified include a lack of content diversity, insufficient understanding of developmental disabilities among content creators, inappropriate language usage, and resistance to engaging in physical activities in home settings. Significant facilitators were pinpointed, such as incorporating engaging elements for individuals with developmental disabilities, utilising easy-read language, and ensuring sufficient repetition for effective learning. The results from the triangulation showed that the multiple methods were complementary and converged on the same outcome. DISCUSSION: The study findings could contribute to the development of adequately adapted PA content to distribute knowledge to populations with developmental disabilities.
Content delivered via online platforms has the potential to convey knowledge about physical activity to a significant number of individuals with developmental disabilities without the limitations of time and space.The absence of prescribed content guidelines to effectively impart physical activity to individuals with developmental disabilities impedes the process of online knowledge translation.There is a requirement for varied physical activity content encompassing various individuals with developmental disabilities, considering their diverse learning contexts.It is essential that content development is evaluated with input from experts in developmental disabilities in order to provide quality physical activity information for people with developmental disabilities.
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Objective To investigate the value of MR diffusion weighted imaging (DWI) in the pathological grading of glioma. Methods Thirty patients who were confirmed pathologically with glioma were examined by MR DWI. The values of apparent diffusion coefficient (ADC) and relative ADC (rADC) were measured. All those values were analyzed statistically. Results The 30 glioma patients were divided into lower-grade and higher-grade glioma groups. The lower-grade glioma group included 14 cases (1 case of WHO Ⅰ, tricholeukocyte astrocytoma; 13 cases of WHO Ⅱ, 11 astrocytomas with 1 case of post-operative reenrrence, 1 ependymoma, 1 oligodendroglioma); the higher-grade group included 16 cases (! I cases of WHOm, anaplastic astrocytoma with 1 case of post-operative recurrence; 5 cases of WHO Ⅳ, 4 multiforme glioblastomas, 1 ependymoma). The ADC and rADC values of lower-grade gliomas were (1.36±0.16)×10-3 mm2/s and 1.76±0.23, and the values of higher-grade glioma were (1.08±0.10)×10-3 mm2/s and 1.36±0.16, respectively. The values of ADC and rADC were significantly different between the 2 groups (P<0.05). The accuracy rates were 86.7% and 83.3% when the thresholds of ADC and rADC were 1.20×10-3 mm2/s and 1.53. Conclusion The values of ADC and rADC have high accuracy for pathological grading of the glioma.