citations
Overview of the action research approaches referred to in the included articles, indicating those papers that are mentioned as “the origin” of action research. Studies that either name an approach as being the origin of action research, or are being named as such, are highlighted in blue for better readability.
Overview of action research approaches referred to in the included articles. Arrows indicate citations between the action research approach papers. The number of times that the articles included in this review cited each approach is indicated in the box. We have used different arrow thicknesses for better readability. Blue boxes indicate those papers that were available and checked for citations.
As previously described, an activity was identified as a “best practice” if researchers already planned their project with this in mind (eg, mentioning it in the description of methods). Lessons learned were those points that researchers came to know during their project. These were mostly reported in the discussion section. In total, 85 best practices and 66 lessons learned were identified, which were clustered into 22 categories of best practices and 16 categories of lessons learned. Among the 44 papers, 3 papers did not indicate any best practices that they followed, whereas 12 papers did not include any identifiable lessons learned. There were 8 overlapping categories, identified as best practices in some articles and as lessons learned in others. These will be discussed in more detail below.
The identified best practices in the 44 studies were most often related to the use of a specific method (n=9), namely personas (n=2), world café, journey mapping, role play, scenarios, case studies, design cards, and mixing different types of data collection methods (all n=1). Other best practices were a continuous evaluation of the project and a reflection on the process by the research team (n=8). The importance of establishing active contact between researchers and stakeholders and raising the confidence and skills of stakeholders was emphasized by 7 studies. The improvement of stakeholder skills mainly referred to research and analytical skills, allowing stakeholders to set up their own studies or continue the work after the project was finished. There were several specific suggestions to improve the regular project team meetings, for example, to always use the same agenda or to share a common area (office space) to make contact easier. Some other best practices concern the reporting and presentation of outcomes (n=6). The complete list of best practice categories can be found in Table 3 .
Overview of all best practice categories and number of mentions per category (N=44).
Best practices category | Number of mentions, n | |||
| | |||
| | Personas | 2 | |
| World Café | 1 | ||
| | Journey mapping | 1 | |
| Role play | 1 | ||
| | Scenarios | 1 | |
| | Case study | 1 | |
| | Design cards | 1 | |
| | Abstract vs personal methods of data collection | 1 | |
| Continuous evaluation and reflection | 8 | ||
| ||||
| | Share resources and findings (on the internet) allowing others to benefit from it | 4 | |
| | Present findings to the community or target group in a suitable manner | 2 | |
| Start with close examination of context (observation and literature) | 5 | ||
| Agile development and Scrum | 3 | ||
| 2 | |||
| | Combining these 2 approaches | 1 | |
| | Keeping the line between stakeholders and researchers blurred and not performing RCTs | 1 | |
| Gradual scaling up | 2 | ||
| Immediately resolve problems and apply lessons learned | 2 | ||
| Frequent or regular (face-to-face) meetings, active contact (eg, shared space), and same transparent agenda | 7 | ||
| Raising stakeholder confidence and skills (eg, analytical skills so that they can set up their own studies) | 7 | ||
| Clearly defining the role of each partner (equal involvement is not always good) | 5 | ||
| Finding committed stakeholders with intrinsic motivation (to carry on with the project after the researchers have left) | 5 | ||
| Reference group (with technical, juridical, and clinical expertise) | 4 | ||
| Stepping into each other's shoes (experiencing the other’s tasks and familiarizing oneself with what the other does) | 3 | ||
| Investing in relationship between partners (also nonwork activities) | 3 | ||
| Adapting methods or schedules to the needs of stakeholders | 3 | ||
| Neutral position of the researcher (no steering or predetermined outcomes, serving as a communication link instead) | 3 | ||
| Patient- and stakeholder-generated content (eg, personas) | 2 | ||
| Different disciplines | 2 | ||
| Living labs as context for action research | 2 | ||
| Actively encouraging pilot participation | 2 | ||
| Paying attention to economic or business values | 3 |
Apart from the best practices, the lessons learned from each study were identified. The most common lessons learned were increasing stakeholder knowledge and skills (n=8) and continuous evaluation of the project and reflection on the process (n=6). Both of these had been identified as best practices in other articles (more on this overlap below). Recommendations for the use of specific methods were also common (n=5). Lessons learned regarding reporting, adapting the project to fit the needs of stakeholders, fostering a welcoming environment, and the questionable replicability of the research were each mentioned 4 times. All lessons learned are shown in Table 4 .
Overview of all lessons learned categories and number of mentions per category (N=44).
Lesson learned category | Number of mentions, n | |||
| Continuous reframing or renegotiation (flexibility), baby steps | 6 | ||
| ||||
| | Field work | 1 | |
| | Randomized controlled trial | 1 | |
| | Case study | 1 | |
| | Action circles | 1 | |
| | Fun methods (quiz, game, puzzle) as learning opportunities | 1 | |
| ||||
| | Open source | 2 | |
| Higher level of sophistication necessary | 1 | ||
| Also include nonproject target group | 1 | ||
| | Integration of literature | 3 | |
| | Regular meetings to check on progress and motivate the stakeholders (reality check) | 2 | |
| | Triangulation of data to decrease biases | 2 | |
| ||||
| | Accompanying stakeholders until they find that the process is done | 1 | |
| | Action research leading to other collaborative activities | 1 | |
| Commitment to action research necessary (eg, through specific funding) | 1 | ||
| Ethical restrictions | 1 | ||
| Immediate reflection impossible | 1 | ||
| Raising stakeholder confidence and skills, knowledge sharing | 8 | ||
| ||||
| | Including action research in work schedule | 1 | |
| | Researchers taking over some of the stakeholders’ usual tasks to make schedule less busy | 1 | |
| | Adequate feedback methods | 1 | |
| | Identifying unique strengths | 1 | |
| Investing in relationship between partners | 3 | ||
| Accepting that participation is different for everyone and can change over time | 3 | ||
| ||||
| | Language barrier | 1 | |
| | Finding a common language | 1 | |
| Enthusiastic local ”champion” to start the project and help keep people motivated | 2 | ||
| Involving authorities or local government (address issues at multiple levels) | 2 | ||
| Actively breaking down power structure | 1 | ||
| Fostering a positive, welcoming environment for change | 4 | ||
| Questionable replicability | 4 | ||
| Active researcher involvement and presence in environment | 2 | ||
| Drawing attention to external influences | 1 | ||
| Ethical issues | 1 | ||
| Diffusion of innovation | 1 | ||
| Organizational expectations | 1 |
As stated earlier, some aspects were identified as best practices in some articles and as lessons learned in others. In total, we identified 7 such overlapping aspects. Overall, the most mentioned aspect was the importance of raising stakeholder skills and confidence (n=15, where best practices= 7 and lessons learned=8). Many articles reported the need for stakeholders to learn new skills, for example related to academic research, or the need to be convinced about their ability to perform these tasks. Almost all the studies that reported this as a best practice or lesson learned involved health care professionals as stakeholders. Other commonly mentioned points were recommendations for specific methods, even though the suggested methods differed (n=14, where best practices=9 and lessons learned=5) and there was continuous reframing and evaluation of the project (n=14, where best practices=8 and lessons learned=6). Continuous reframing often referred to the iterations of planning, action, and evaluation in AR projects. Studies that described this mostly did not include this cyclical nature of AR in their definition of it. In total, there were 10 recommendations regarding the reporting and presentation of results (best practices=6 and lessons learned=4), for example calling for open and accessible publishing of outcomes. The best practices and lessons learned included recommendations about meeting regularly (n=9, where best practices=7 and lessons learned=2), adapting to the needs of stakeholders (n=8, where best practices=3 and lessons learned=5), and investing in the relationship between partners (n=6, where best practices=3 and lessons learned=3).
When observing the publication timeline, most of the overlapping aspects appeared as a lesson learned in earlier publications, and then as a best practice in papers published at a later point in time. This was the case regarding stakeholder skills, appearing as a lesson learned in 1999 [ 33 ] and as a best practice in 2016 [ 25 ]; continuous reframing of the project was a lesson learned in 2003 [ 19 ] and best practice in 2009 [ 42 ]; further, having regular meetings was a lesson learned in 2006 [ 72 ] and a best practice in 2018 [ 27 ], and adapting the research to stakeholder needs was a lesson learned in 2007 [ 32 ] and a best practice in 2016 [ 77 ]. Such a clear timeline could not be seen for accessible reporting, appearing as a lesson learned in 2017 [ 78 ] and a best practice in 2007 [ 45 ], and the relationship between partners appearing as a lesson learned in 2017 [ 36 ] and as a best practice in 2008 [ 38 ].
To identify recommendations on how to conduct AR in eHealth studies, this literature review analyzed the setting, AR description, and best practices and lessons learned in 44 studies. The most important recommendations from this review, which will be discussed in more detail below, are as follows: actively raising stakeholder skills and confidence; fulfilling multiple roles and tasks as a researcher; fostering constant reflection and evaluation; ensuring open and accessible dissemination; reporting in a more structured and comprehensive way.
These recommendations are not exclusively related to eHealth, despite them being derived from a review of eHealth AR studies. Hence, it is possible that the recommendations are also relevant for AR in various other fields. Therefore, where possible, examples from different disciplines are discussed below to explain or supplement a recommendation.
Being involved in a project as coresearcher can potentially increase stakeholders’ confidence, besides teaching them new skills [ 79 ]. However, this does not happen automatically. Similar to our findings, the narrative review conducted by Harrison and colleagues [ 80 ] also identified educating the research team as the most important task when stakeholders are involved in health care research. Nevertheless, there is limited research on how skill training for stakeholders could look like, and this can vary greatly between studies. Stakeholders in some eHealth studies might need to learn content-related information [ 81 ], whereas other studies require methodological or statistical skills [ 54 ]. Researchers should provide adequate training and material for their project and encourage stakeholders to make use of it. The studies included in this review that recommended stakeholder skill training almost exclusively worked with health care professionals. The relationship between recommending skill training and working mainly with health care professionals remains unclear. A possible explanation could be that other stakeholder groups in other studies already had the necessary skills and thus did not require any additional training. Another possibility is that other stakeholders were not given the same roles that health care professionals held, and therefore, they did not need skill training. Finally, as we will discuss later, reporting of AR activities was not always very extensive. Thus, stakeholders outside the health care sector were possibly trained, and these studies did not report on this aspect. Generally, not all participants prefer the same level of engagement in a project, and researchers should respect these preferences [ 82 ].
Different aspects of the role and tasks of the researcher in an AR project are discussed. Brydon-Miller and Aragón describe the many different tasks that action researchers need to fulfil as their “500 hats” [ 83 ]. These are not specific to eHealth studies, but they can occur in any AR study. As researchers and stakeholders have many varied duties, their roles are not fixed and might change over the course of the project [ 19 ]. One main task of the researchers that continues throughout the project is the need to foster a welcoming environment for all stakeholders [ 42 ]. Researchers should also be present and actively involve themselves at a higher level than that needed in non-AR projects [ 38 ]. Additional AR-specific tasks for the researchers include investing in partner relationships [ 35 ] or breaking down power structures [ 28 ]. Generally, AR studies demand more self-reflection and awareness from the researchers than other projects and researchers should keep this in mind when entering an AR project.
The importance of continuous reframing and evaluation of the project was emphasized in several studies. Although evaluation is 1 of the AR cycles, studies providing recommendations on this topic rarely included this in their definition of AR. Owing to the lack of reports on AR cycles, which will be discussed below, it is unclear if these studies still followed the AR cycles without reporting on them. However, sometimes, it seems that periodic planned evaluation is not enough. Instead, the participants need to regularly reflect on the current status of the project and their role in it. Therefore, new AR projects should create suitable spaces for evaluation and reflection in ways that fit the projects and stakeholders. This is especially important because reflection can become difficult once a person is in the middle of the project [ 49 ]. Holeman and Kane [ 53 ] emphasize that reflection should not only take place within the project, but it should also be explicitly reported to help other researchers. If action researchers take reflection seriously and include honest evaluations in their publishing, the AR community members can learn from each other. Additionally, researchers and other stakeholders within the project learn and benefit from constant reflection [ 9 ].
Another important aspect concerns paying attention to open and understandable dissemination of results within the community and among researchers. Action researchers need to communicate findings to the academic world while also finding ways to inform the target group about the project in ways that suit the target users’ needs. An example of open and accessible dissemination can be found in Canto-Farachala and Larrea [ 83 ]. They present the results of their AR project regarding territorial development on an interactive website, allowing others to learn from their work. However, it seems that accessible reporting is still not the norm in AR, as Avison and colleagues [ 62 ] describe that many AR studies are generally “published in books rather than as articles. Action researchers have large and complicated stories to tell.” Future AR projects should attempt to narrate their stories in such a way that others can learn from them.
The different way of describing AR studies also leads to another issue, incomplete and elusive reporting. Although most studies did provide at least a short description of what they saw as AR, 7 studies provided no definition at all. Additionally, there were only 4 studies that included 3 or all of the 4 aspects of the AR definition in their description. Even the most mentioned aspects appeared in less than half of the included papers. Even though most papers did cite an AR approach of definition, some did not. In combination with the often-limited descriptions of AR, this makes it difficult to obtain a clear picture of how AR is perceived and performed in a particular study. This resonates with what Bradbury and colleagues [ 9 ] describe as 1 of the quality points of AR, namely “action research process and related methods (should be) clearly articulated and illustrated.” The best practices and lessons learned that were extracted from the included studies were seldom mentioned explicitly. Best practices were often hidden in the description of the project, without much reasoning. Similarly, lessons learned were often described as adaptations made during the project or as plans for the future. Although we observed that some lessons learned turned into best practices over time, we think that researchers could benefit more from each other’s work by providing concrete recommendations. This review is a step in that direction. Both aspects show that the reporting of AR studies in eHealth can be improved to show more clearly what eHealth AR projects can look like and help others in setting up such projects with specific recommendations.
Approximately a third of the included papers (14 out of 44) were published more than 10 years ago. This also means that some of the technologies that are described in the older papers are now relatively old. However, this literature review focuses mainly on the AR methodology and lessons learned about doing action research. Therefore, there was no exclusion criterium regarding the publication date of the papers.
The search yielded several PD-related papers. These papers could have been included, given that some definitions of PD are very similar to AR. However, as our aim was to provide an overview of how AR is done, these were excluded as the researchers of these studies themselves did not identify their studies as being related to AR (ie, not referring to, mentioning, or describing AR). Although this offers a clearer picture of how researchers conduct AR, it also creates a potential limitation in that best practices and lessons learned could be enriched from PD literature.
This overview of AR approaches focuses mostly on the interconnectedness among the approaches, without a comprehensive comparison of the content. Comparing the approaches with regard to the specific aspects of AR that they describe would be a review in and of itself, going beyond the scope of this current review. Therefore, we decided to focus on the definitions that the authors themselves provided even when they also cited AR approaches, as these are most likely to reflect their own vision of AR.
This review illustrates how AR is conducted in eHealth studies. Studies that fulfilled the inclusion criteria mainly took place in western countries and lasted for 2 to 3 years. Different stakeholders were involved, but the most commonly involved groups were health care professionals and patients. As for the methods used, most studies opted for focus groups and interviews. Even though many studies cited the AR approach proposed by Reason and Bradbury [ 8 ], their own definitions of AR were often not explicit in terms of how they implemented AR. Future projects should report their AR definition as well as the best practices and lessons learned more clearly. Other recommendations include paying attention toward developing the skill and confidence of the stakeholders, being aware of the changing role of the researcher, frequently evaluating the project, and disseminating results in an understandable manner.
ADR | action design research |
AR | action research |
HCI | human computer interaction |
PAR | participatory action research |
PD | participatory design |
Multimedia appendix 2.
Authors' Contributions: KO performed the literature search and analysis and was a major contributor in designing the study and writing the manuscript. CG contributed to the design of the study, assisted with the search and analysis, and made major contributions to the manuscript. FN and LvV contributed to the design of the study and substantially revised the manuscript. All authors read and approved the final manuscript. This project has received funding from the European Union’s Horizon 2020 research and innovation program (grant 857188).
Conflicts of Interest: None declared.
What action research is and is not.
•A process that improves education through change | •Problem-solving |
•Collaborative | •Doing research on or about people |
•Cyclical | •Linear |
•Practical and relevant | •Conclusive |
•Within the context of teacher’s environment | •Generalizing to larger populations |
•How we can do things better | •Why we do certain things |
•Explores, discovers and seeks to find creative solutions | •The implementation of predetermined answers |
•A way to improve instructional practice by observing, revising, and reflecting | •A fad |
INITIAL STEPS
IN CONDUCTING AN
ACTION RESEARCH
Why do the boys in my class….?
What happens when I …..?
I wonder what happens when I …..?
Sometimes it helps to use a variety of questions such as:
I would like to improve ____________________________________
I am perplexed by________________________________________
I am really curious about __________________________________
Something I think would really make a difference is ___________
Something I would like to change is _______________________
What happens to student learning in my classroom when I _____?
How can I implement ____________________________________?
How can I improve ______________________________________?
Avoid yes or no questions
Avoid questions to which you already know the answer
free of educational jargons,
use simple everyday words ,
do not prejudge the result
Characteristics of Good Research Questions
A good classroom action research question should:
Conducting a Literature Review (Holly, Arhar, and Kasten ,2005)
What are you going to do?
How will you measure the result?
Identifying Data Sources
How can you be sure that your conclusions are fair and accurate?
How will I do things differently?
What have you learned from the project?
Have your questions been answered?
How will you share the results?
Could they be useful to others in your school/ community?
Context and Rationale of the Study
ACTION RESEARCH QUESTIONS
Reflect on your experiences and identify the most critical problem that affects your students’ learning
PROPOSED INTERVENTION, INNOVATION, STRATEGY
Methodology
* PARTICIPANTS – All Grade 8 OHSP learners will serve as the respondents of this study.
* SOURCES OF DATA/ INFORMATION – The following are the data collection tools which will be utilized this study:
* DATA GATHERING METHODS
Plans for Dissemination and Utilization
Teachers must continue to give frequent positive feedback that supports pupil’s beliefs that they can do well; ensure opportunities for student’s success by assigning tasks that are either too easy nor too difficult; help students find personal meaning and value of the material; and help students feel that they are valued members of a learning community.
Sample of Reflection
As I reflect on my first journey as a teacher-researcher, I breathe a sigh of relief. The light at the end of this long, winding tunnel is finally in sight. I found the process of conducting an action research project very complex and often overwhelming. However, at the same time, I found it to be extremely enlightening and rewarding.
It is self-perception about the study.
Best, J.W., & Kahn, J.V. (1998). Research in education (8th ed.). Needham Heights, MA: Allyn and Bacon.
Borg, W. (1981). Applying educational research: A practical guide for teachers. New York: Longman.
Brennan, M., & Williamson, P. (1981). Investigating learning in schools. Victoria, Australia: Deakin University Press.
Calhoun, E.F. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development.
Cochran-Smith, M., & Lytle, S.L. (Eds.). (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.
Corey, S.M. (1953). Action research to improve school practices. New York: Teachers College Press.
Johnson, B.M. (1995, Fall). Why conduct action research? Teaching and Change,1, 90-105.
source: SDO Las Pinas
Useful articles, list of passers: teachers board exam (let) march 2017 results.
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The Journal of Extension (JOE) is the flagship journal for Extension education.
As of January 1 st , 2021, the Journal of Extension is published by Clemson University Press.
As we enter JOE 's sixtieth year, we are excited to announce a significant change to our submission policies: Beginning with issue 60 (1), word count limits for most submission categories will be increased. We hope that this will allow authors the chance to more fully explore important topics in Feature Articles and Research In Brief submissions. We also remain committed, of course, to providing concise, practical articles in the form of Ideas at Work and Tools of the Trade submissions. Commentary submission guidelines have not changed. The word count limits for each category are as follows:
Feature Article: Up to 5000 words
Research in Brief: Up to 3000 words
Ideas at Work: Up to 2000 words
Tools of the Trade: Up to 1250 words
Commentary: Up to 1500 words (no change)
Prospective authors are invited to view the full submission guidelines by visiting the link in the sidebar.
Feature article.
Nebraska Conventional Farmers’ Perspectives Toward Agricultural Hemp: A Qualitative Insight Guided by the Diffusion of Innovations Theory Blake C. Colclasure, Nicholas Gray, and Laura E. Young
Perceived Beef Producer Challenges and Competencies for a Value-Added Beef Extension Program Sarah J. Al-Mazroa Smith and Greg Miller
Educator Feedback on a Farm Tractor and Machinery Safety Training Program: Implications for Program Content and Success Linda Fetzer, Brenna Butler, and Judd Michael
Workshop Wine Wednesdays: Improving knowledge and motivations about local wines. Aude A. Watrelot, Sarah Al-Mazroa Smith, and Sarah L. Francis
Extension Efforts to Address the Current National Housing Crisis Michael J. Dougherty, Melissa B. Hamilton, and Bradley Neumann
Heirs Property And The Necessary Role Of Extension In Preventing Land Loss Through Partitioning Kurt Smith
Incorporating Subjective Measures of Problematic Money Issues in Extension Workshops Lucy M. Delgadillo Ph.D and Luke Erickson
Health Rocks!: An 11-year evaluation Dan Wang, Yan Xia, Maria Rosario de Guzman, Jeong-Kyun Choi, Yunqi Wang, and Zhenqiao Yang
Cooperative Extension’s Role in Addressing the Opioid Overdose Crisis: Best Practices from the HEART Initiative Model Hailey Judd, Alise Williams Condie, Ashley C. Yaugher, Mateja R. Savoie-Roskos, Gabriela Murza, Timothy Keady, Sadie Wilde, Rachel Myrer, and Maren Wright Voss
Recentering Community Nutrition Education: A New Framework for Food Insecurity Understanding Chasity Tompkins
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Sodhi M , Rezaeianzadeh R , Kezouh A , Etminan M. Risk of Gastrointestinal Adverse Events Associated With Glucagon-Like Peptide-1 Receptor Agonists for Weight Loss. JAMA. 2023;330(18):1795–1797. doi:10.1001/jama.2023.19574
© 2024
Glucagon-like peptide 1 (GLP-1) agonists are medications approved for treatment of diabetes that recently have also been used off label for weight loss. 1 Studies have found increased risks of gastrointestinal adverse events (biliary disease, 2 pancreatitis, 3 bowel obstruction, 4 and gastroparesis 5 ) in patients with diabetes. 2 - 5 Because such patients have higher baseline risk for gastrointestinal adverse events, risk in patients taking these drugs for other indications may differ. Randomized trials examining efficacy of GLP-1 agonists for weight loss were not designed to capture these events 2 due to small sample sizes and short follow-up. We examined gastrointestinal adverse events associated with GLP-1 agonists used for weight loss in a clinical setting.
We used a random sample of 16 million patients (2006-2020) from the PharMetrics Plus for Academics database (IQVIA), a large health claims database that captures 93% of all outpatient prescriptions and physician diagnoses in the US through the International Classification of Diseases, Ninth Revision (ICD-9) or ICD-10. In our cohort study, we included new users of semaglutide or liraglutide, 2 main GLP-1 agonists, and the active comparator bupropion-naltrexone, a weight loss agent unrelated to GLP-1 agonists. Because semaglutide was marketed for weight loss after the study period (2021), we ensured all GLP-1 agonist and bupropion-naltrexone users had an obesity code in the 90 days prior or up to 30 days after cohort entry, excluding those with a diabetes or antidiabetic drug code.
Patients were observed from first prescription of a study drug to first mutually exclusive incidence (defined as first ICD-9 or ICD-10 code) of biliary disease (including cholecystitis, cholelithiasis, and choledocholithiasis), pancreatitis (including gallstone pancreatitis), bowel obstruction, or gastroparesis (defined as use of a code or a promotility agent). They were followed up to the end of the study period (June 2020) or censored during a switch. Hazard ratios (HRs) from a Cox model were adjusted for age, sex, alcohol use, smoking, hyperlipidemia, abdominal surgery in the previous 30 days, and geographic location, which were identified as common cause variables or risk factors. 6 Two sensitivity analyses were undertaken, one excluding hyperlipidemia (because more semaglutide users had hyperlipidemia) and another including patients without diabetes regardless of having an obesity code. Due to absence of data on body mass index (BMI), the E-value was used to examine how strong unmeasured confounding would need to be to negate observed results, with E-value HRs of at least 2 indicating BMI is unlikely to change study results. Statistical significance was defined as 2-sided 95% CI that did not cross 1. Analyses were performed using SAS version 9.4. Ethics approval was obtained by the University of British Columbia’s clinical research ethics board with a waiver of informed consent.
Our cohort included 4144 liraglutide, 613 semaglutide, and 654 bupropion-naltrexone users. Incidence rates for the 4 outcomes were elevated among GLP-1 agonists compared with bupropion-naltrexone users ( Table 1 ). For example, incidence of biliary disease (per 1000 person-years) was 11.7 for semaglutide, 18.6 for liraglutide, and 12.6 for bupropion-naltrexone and 4.6, 7.9, and 1.0, respectively, for pancreatitis.
Use of GLP-1 agonists compared with bupropion-naltrexone was associated with increased risk of pancreatitis (adjusted HR, 9.09 [95% CI, 1.25-66.00]), bowel obstruction (HR, 4.22 [95% CI, 1.02-17.40]), and gastroparesis (HR, 3.67 [95% CI, 1.15-11.90) but not biliary disease (HR, 1.50 [95% CI, 0.89-2.53]). Exclusion of hyperlipidemia from the analysis did not change the results ( Table 2 ). Inclusion of GLP-1 agonists regardless of history of obesity reduced HRs and narrowed CIs but did not change the significance of the results ( Table 2 ). E-value HRs did not suggest potential confounding by BMI.
This study found that use of GLP-1 agonists for weight loss compared with use of bupropion-naltrexone was associated with increased risk of pancreatitis, gastroparesis, and bowel obstruction but not biliary disease.
Given the wide use of these drugs, these adverse events, although rare, must be considered by patients who are contemplating using the drugs for weight loss because the risk-benefit calculus for this group might differ from that of those who use them for diabetes. Limitations include that although all GLP-1 agonist users had a record for obesity without diabetes, whether GLP-1 agonists were all used for weight loss is uncertain.
Accepted for Publication: September 11, 2023.
Published Online: October 5, 2023. doi:10.1001/jama.2023.19574
Correction: This article was corrected on December 21, 2023, to update the full name of the database used.
Corresponding Author: Mahyar Etminan, PharmD, MSc, Faculty of Medicine, Departments of Ophthalmology and Visual Sciences and Medicine, The Eye Care Center, University of British Columbia, 2550 Willow St, Room 323, Vancouver, BC V5Z 3N9, Canada ( [email protected] ).
Author Contributions: Dr Etminan had full access to all of the data in the study and takes responsibility for the integrity of the data and the accuracy of the data analysis.
Concept and design: Sodhi, Rezaeianzadeh, Etminan.
Acquisition, analysis, or interpretation of data: All authors.
Drafting of the manuscript: Sodhi, Rezaeianzadeh, Etminan.
Critical review of the manuscript for important intellectual content: All authors.
Statistical analysis: Kezouh.
Obtained funding: Etminan.
Administrative, technical, or material support: Sodhi.
Supervision: Etminan.
Conflict of Interest Disclosures: None reported.
Funding/Support: This study was funded by internal research funds from the Department of Ophthalmology and Visual Sciences, University of British Columbia.
Role of the Funder/Sponsor: The funder had no role in the design and conduct of the study; collection, management, analysis, and interpretation of the data; preparation, review, or approval of the manuscript; and decision to submit the manuscript for publication.
Data Sharing Statement: See Supplement .
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August 09, 2024
ASCP delegates exemplified leadership and the Society’s “Stronger Together” mantra while representing the pathologists’ perspective at the American Medical Association (AMA) 2024 Annual Meeting of the House of Delegates (HOD) in June. ASCP delegates Ed Donoghue Jr., MD, MASCP; Jennifer Stall, MD, FASCP; ASCP Past Presidents Steve Kroft, MD, MASCP, and William Finn, MD, MASCP; as well as Clifford H. Sullivan, MD, FASCP; and Nirali M. Patel, MD, FASCP, discussed issues pertinent to pathology with partner organizations and represented pathology on the floor of the House of Medicine. In recognition of the outstanding work of ASCP’s AMA delegation, ASCP President Robert Goulart, MD, MASCP, has awarded the delegation the 2024 ASCP President’s Award. (Read more below about the award.)
The use of artificial intelligence (AI) in the healthcare setting and the risks/benefits associated with the technology was among the timely topics discussed in the House of Delegates. During the Pathology Section Council meeting (and reflected in a recent Medscape article ), Dr. Steve Kroft raised concerns about unintended consequences that could occur within the scientific research community through the use of unregulated AI, specifically from his perspective as Editor in Chief of the American Journal of Clinical Pathology ( AJCP ).
Dr. Kroft asked the AMA to address "a significant omission in an otherwise comprehensive [trustees’] report" — the need to protect the integrity of study results that can direct patient care. According to the Medscape article, Dr. Kroft noted, "While sham science is not a new issue, large language models make it far easier for authors to generate fake papers and far harder for editors, reviewers, and publishers to identify them. This is a rapidly growing phenomenon that is threatening the integrity of the literature. These papers become embedded in the evidence bases that drive clinical decision-making." It is significant for the AMA to address this important issue raised by Dr. Kroft.
Attendees also discussed changing the term from “artificial intelligence” to “augmented intelligence” to more accurately reflect AI’s role in assisting physicians and the entire healthcare team.
Medicare physician payment continues to be a priority area for ASCP and the AMA. It was a key topic of discussion during the AMA meeting. Specifically, ASCP recently sent an Action Alert to all members asking them to urge Congress to fix problems with the Medicare Physician and Clinical Laboratory Fee Schedules. (Click here to participate in this campaign.)
Other key issues discussed include:
Throughout the meeting, the AMA HOD adopted a number of policies that aligned with ASCP’s own DEI priorities. These include:
ASCP is pleased to announce that its ASCP AMA delegation has received the 2024 ASCP President’s Award for its work representing pathology and the laboratory community in the House of Medicine at the November 2023 AMA Interim meeting. ASCP delegates provided valuable testimony related to the U.S. Food and Drug Administration (FDA) Proposed Rule on Laboratory Developed Tests.
Their testimony highlighted the potential adverse effects of the FDA’s rule to clinical colleagues within the HOD. Their efforts led to an agreement from other professional medical societies and physicians, recognizing that the FDA rules could hinder the provision of necessary testing services, particularly in the absence of FDA-approved tests. Ultimately, the AMA HOD adopted an ASCP resolution calling for the AMA to urge the FDA to extend the comment period on its laboratory developed tests (LDT) proposed rule, for which they were commended.
The President’s Award is a highlight of the ASCP 2024 Annual Meeting and will be presented by ASCP President Robert Goulart, MD, MASCP, on September 5, in Chicago, IL. The 2024 President’s Award recognizes the delegates’ significant contributions on behalf of the specialty, particularly in advocating for changes to the FDA's proposed rule on LDTs.
ASCP delegates will continue to address emerging challenges in pathology and healthcare policy, ensuring that pathologists' and laboratory professionals’ perspectives continue to be represented effectively within the House of Medicine.
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This chapter presents innovative processes that have been developed and used to bridge the interface between the research ecosystem and policy-making ecosystem. It focuses on a specific case study, namely how energy systems modelling has been used to inform energy and climate mitigation policies in Ireland. We trace the development of energy systems modelling tools and capacity in Ireland over the past 15 years, and the key role it has played in addressing important policy questions related to delivery of a number of UN Sustainable Development Goals (SDGs). We also outline the parallel evolution of novel research communications methods, proactive engagement programmes with policy practitioners and co-production processes.
Prof Brian Ó Gallachóir , Dr. Fionn Rogan , Dr. Paul Deane
Ó Gallachóir, B., Deane, P., Rogan, F. (2024). Translating Research Results into Policy Insights to Underpin Climate Action in Ireland. In: Labriet, M., Espegren, K., Giannakidis, G., Ó Gallachóir, B. (eds) Aligning the Energy Transition with the Sustainable Development Goals. Lecture Notes in Energy, vol 101. Springer, Cham. https://doi.org/10.1007/978-3-031-58897-6_15
Specific examples of energy and climate mitigation policies are highlighted to demonstrate how the research results have been used together with the communication and engagement methods not only to inform but also to underpin policy developments. The contributions of this work to the SDGs are highlighted, in particular SDG 13 on climate and SDG 7 on energy, but also SDG 12 on sustainable consumption and production and SDG 17 on partnerships. We conclude with a proposed seven stage approach, for energy modellers who wish to successfully bridge between the research and policy eco-systems, namely (1) undertake scientifically robust research, making methods and results openly and publicly available (2) frame research questions that respond to specific policy needs, (3) translate research results into policy insights (4) improve communications of research findings including through use of infographics (5) engage actively with policy practitioners and policy makers (6) co-produce policy with policy practitioners and (7) build absorptive capacity in the policy system.
Environmental Research Institute, Ellen Hutchins Building, University College Cork, Lee Road, Cork, Ireland T23 XE10 ,
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Action research is a research method that aims to simultaneously investigate and solve an issue. In other words, as its name suggests, action research conducts research and takes action at the same time. It was first coined as a term in 1944 by MIT professor Kurt Lewin.A highly interactive method, action research is often used in the social ...
Action Research is an international, interdisciplinary, peer reviewed, quarterly published refereed journal which is a forum for the development of the theory and practice of action research. The journal publishes quality articles on accounts of action research projects, explorations in the philosophy and methodology of action research, and considerations of the nature of quality in action ...
Action research shifts the paradigm of contemporary educational reform by emphasizing inquiry and placing teachers at the center of research-into-practice. By situating teachers as learners, action research offers a systematic and intentional approach to changing teaching.
As the name suggests, action research is an approach to research which aims at both taking action and creating knowledge or theory about that action as the action unfolds. It rejects the notion that research must be value free in order to be credible, in favor an explicitly socially engaged and democratic practice (Brydon-Miller et al. 2003 ).
Action research (AR) is a methodical process of self-inquiry accomplished by practitioners to unravel work-related problems. This paper analyzed the action research reports (ARRs) in terms of ...
This chapter is organized into four sections that deal with these issues. 1 What action research is and is not. 2 Different approaches to action research. 3 Purposes of action research. 4 When and when not to use action research. 1 What action research is and is not. Action research is a form of enquiry that enables practitioners in every job ...
Action research is a tool that is used to help teac hers and other educators uncover strategies to. improve teaching practices (Sagor, 2004); it is a viable and realistic endeavor for all ...
The dynamic and flexible structure of action research allows for a distinctive planning for each study. This current study was designed in a dynamic and flexible structure that focuses on solving the problems that arose during the application rather than a predetermined, fixed process. This study followed the action research cycle shown in ...
Action research has come to be understood as a global family of related approaches that integrates theory and practice with a goal of addressing important organizational, community, and social issues together with those who experience them (Bradbury, 2015; Brydon-Miller & Coghlan, 2014).It focuses on the creation of areas for collaborative learning and the design, enactment, and evaluation of ...
tioners. Examples of action research projects undertaken by healthcare practitioners in a range of situations are provided later in this chapter. The development of action research: a brief background Whether the reader is a novice or is progressing with an action research project, it would be useful to be aware of how action research has devel-
Tripp Action research: a methodological introduction 2. 2005 draft of a paper to be published in Educação e Pesquisa University of São PauloUSP. administration (Collier), community development ...
Action research is a change-oriented approach. Its key assumption is that complex social processes can best be researched by introducing change into these processes and observing their effects (Baskerville, 2001).The fundamental basis for action research is taking actions to address organizational problems and their associated unsatisfactory conditions (e.g., Eden & Huxham, 1996; Hult ...
This brings us back to the essential steps of action research: identifying the problem, devising an action plan, implementing the plan, and finally, observing and reflecting upon the process. Your action research report should comprise all of these essential steps. Feldman and Weiss (n.d.) summarized them as five structural elements, which do ...
Overview of the action research approaches referred to in the included articles, indicating those papers that are mentioned as "the origin" of action research. Studies that either name an approach as being the origin of action research, or are being named as such, are highlighted in blue for better readability.
etc.) whose effects need to be better understood. The researchers develop a viable plan for collecting the. The researchers develop a viable plan for collecting the data. necessary data. needed to illuminate the implementation of the operative theory. The researchers implement the new theory of action and.
This paper addresses the connection between action research and social psychology. Action research is a means of conducting research that focuses on solving a problem. Action researchers partner with those working in settings, such as organizations or schools, so that, together, they can better understand how people are interacting and identify means for improvement. Social psychologists also ...
Action Research . Action research is an intentional, systematic, and reflective inquiry done by practitioners (Henderson, Meier, Perry, & Stremmel, 2012; MacLean & Mohr, 1999). Action research aims to improve teaching and learning outcomes and to describe the possible solutions to the questions that practitioners have in their classrooms.
Action research is a philosophy and methodology of research generally applied in the social sciences. It seeks transformative change through the simultaneous process of taking action and doing research, which are linked together by critical reflection. ... In his 1946 paper "Action Research and Minority Problems" he described action research as ...
Thus, action research is often a cyclical process. The action research report that you write is based on this process. Typically, an action research report is written in the same way as you would write an original research article. However, you need to ensure that your report has the following components: The context or background.
In this paper, the authors discuss some of the concerns and challenges underlying the conduct of action. research studies, and consider reasons for these concerns. They identify three elements ...
A Framework for Understanding Action Research. Mary L. Rearick, University of Hartford Allan Feldman, University of Massachusetts. Abstract. Interest in action research has grown exponentially during the last twenty years. Each year, more and more educators are becoming involved in action research through a variety of activities, such as credit ...
Step 2:Read, Research, Reflect. Framing a good question. Avoid yes or no questions. Avoid questions to which you already know the answer. A good question is. free of educational jargons, use simple everyday words, do not prejudge the result. Characteristics of Good Research Questions.
As of January 1 st, 2021, the Journal of Extension is published by Clemson University Press.. As we enter JOE's sixtieth year, we are excited to announce a significant change to our submission policies: Beginning with issue 60(1), word count limits for most submission categories will be increased.We hope that this will allow authors the chance to more fully explore important topics in Feature ...
We used a random sample of 16 million patients (2006-2020) from the PharMetrics Plus for Academics database (IQVIA), a large health claims database that captures 93% of all outpatient prescriptions and physician diagnoses in the US through the International Classification of Diseases, Ninth Revision (ICD-9) or ICD-10. In our cohort study, we included new users of semaglutide or liraglutide, 2 ...
Fitch Ratings - Sydney - 19 Aug 2024: Fitch Ratings has affirmed Tributum Trust's commercial paper at 'F1sf'. The transaction is an asset-backed, fully supported commercial paper programme sponsored by Tax Management New Zealand, the largest and most experienced tax-pooling intermediary in New Zealand and the single issuer under the programme.
Abstract and Figures. Action research (AR) is a research approach that is grounded in practical action (the action component) while at the same time focused on generating, informing and building ...
Shakespeare's Hamlet remains a captivating enigma. This paper delves into the psychology of this iconic character, employing a multifaceted approach to unravel the layers of his complex mind. We explore the impact of King Hamlet's ghost, acting as a catalyst for revenge and a symbol of unresolved grief. Further, Hamlet's introspective soliloquies unveil his intellectual wrestling with ...
Specifically, delegates adopted policy to ensure more women and sexual and gender minority populations are included in clinical trials and medical research.2024 ASCP President's AwardASCP is pleased to announce that its ASCP AMA delegation has received the 2024 ASCP President's Award for its work representing pathology and the laboratory ...
We conclude with a proposed seven stage approach, for energy modellers who wish to successfully bridge between the research and policy eco-systems, namely (1) undertake scientifically robust research, making methods and results openly and publicly available (2) frame research questions that respond to specific policy needs, (3) translate ...