Impact of an Educational Mobile App on Inflammatory Bowel Disease Colonoscopy Report Quality.

BACKGROUND: Inadequate endoscopic assessment of disease activity might lead to suboptimal treatment of patients with inflammatory bowel disease (IBD). AIMS: We aimed to determine if the implementation of an educational mobile app could help improving the quality of colonoscopy reports in patients with IBD. METHODS: We retrospectively analyzed a consecutive series of colonoscopy reports in patients with IBD during the period 2016-2023. The sample was divided into two groups: before and after the implementation of an educational mobile app (JEDII app ™). The main outcome was the inclusion of validated activity assessment scoring systems and previously stablished reporting required elements. RESULTS: A total of 883 IBD colonoscopy reports were included for analysis; 621 (70.3%) procedures were performed before the implementation of the app and 262 (29.7%) after. An IBD scoring system was included in 201 (32.4%) and 148 (56.5%) colonoscopy reports before and after the adoption of the mobile app, respectively (p < 0.001). The mean number of recommended elements for quality IBD colonoscopy reporting was significantly increased after the app implementation (4.3 vs. 1.9, p < 0.001). Diagnosis of ulcerative colitis, gastroenterologist as endoscopist, endoscopist with IBD clinical interest, and the implementation of the educational mobile app were independently associated with the inclusion of an IBD score in the colonoscopy report. CONCLUSION: The inclusion of scoring systems and recommended elements for quality IBD colonoscopy report significantly increased after the implementation of an educational mobile app. E-health technologies should be further explored to improve quality of care in patients with IBD.

The Evaluation of Family Support Programmes in Spain. An Analysis of their Quality Standards / La evaluación de los programas de apoyo familiar en España. Un análisis de sus estándares de calidad

Since the well-known publication of the Society for Prevention Research about standards for evidence related to research on prevention interventions, a rigorous evaluation is considered one of the main requirements for evidence-based programmes. Despite their importance, many programmes do not include evaluation designs that meet the most widely agreed quality standards. The aim of this study was to examine the evaluation processes of fifty-seven Spanish programmes identified in the context of the COST European Family Support Network. The obtained results provide a fairly positive picture of the quality of programme evaluation standards, although more designs that include a control group, follow-up evaluations assessing long-term effects, and the evaluation of child and indirect outcomes are needed. The results are discussed from a comprehensive and plural perspective of evaluation which, in addition to methodological rigor, considers the usefulness, feasibility, and ethical rigor of evaluation research.(AU)

A partir de las propuestas de la Society for Prevention Research sobre los estándares de evidencia necesarios para las intervenciones preventivas, contar con una evaluación rigurosa se considera como uno de los principales requisitos de los programas basados en la evidencia. A pesar de su importancia, muchos programas de apoyo familiar no cuentan con diseños de evaluación que cumplan con los estándares de calidad más consensuados. El objetivo de este artículo fue analizar los procesos de evaluación de cincuenta y siete programas españoles identificados en el marco del proyecto COST European Family Support Network. Los resultados obtenidos muestran una imagen bastante positiva de los estándares de calidad que caracterizan la evaluación de los programas, aunque es necesario ampliar el número de diseños que incluyan grupos de comparación, que contemplen medidas de los efectos en el bienestar infantil y que lleven a cabo evaluaciones de seguimiento para medir los efectos a largo plazo de las intervenciones. Se analizan los resultados desde un enfoque plural de la evaluación, que además del rigor metodológico considera la necesidad de tener en cuenta la utilidad, la viabilidad y el rigor ético de las investigaciones de evaluación.(AU)