Search

Background Strengthening external quality assessment (EQA) services across the One Health sector supports implementation of effective antimicrobial resistance (AMR) control strategies. Here we describe and compare 2 different approaches for conducting virtual laboratory follow-up assessments within an EQA program to evaluate quality management system (QMS) and procedures for pathogen identification and antimicrobial susceptibility testing (AST). Methods During the coronavirus disease 2019 (COVID-19) pandemic in 2021 and 2022, 2 laboratory assessment approaches were introduced: virtual-based and survey-based methodologies. The evaluation of 2 underperforming Animal Health laboratories through a virtual-based approach occurred between May and August 2021. This evaluation encompassed the utilization of 3 online meetings and document reviews, performed subsequent to the execution of EQA procedures. Within a distinct group of laboratories, the survey-based assessment was implemented from December 2021 to February 2022, also following EQA procedures. This phase encompassed the dissemination of an online survey to 31 participating laboratories, alongside a sole online consultation meeting involving 4 specific underperforming laboratories. Results The virtual-based assessment post-EQA aimed to identify gaps and areas for improvement in the laboratory's practices for pathogen identification and AST. This approach was, however, time-intensive, and, hence, only 2 laboratories were assessed. In addition, limited interactions in virtual platforms compromised the assessment quality. The survey-based post-EQA assessment enabled evaluation of 31 laboratories. Despite limitations for in-depth analysis of each procedure, gaps in QMS across multiple laboratories were identified and tailored laboratory-specific recommendations were provided. Conclusions Reliable internet and plans for efficient time management, post-EQA virtual laboratory follow-up assessments are an effective alternative when conducting onsite evaluation is infeasible as observed during the COVID-19 pandemic, although the successful implementation of remediation plans will likely require in person assessments. We advocate application of hybrid approaches (both onsite and virtual) for targeted capacity building of AMR procedures with the ability to implement and oversee the process. [ABSTRACT FROM AUTHOR]

Introduction: Much of our understanding of infant psychological development relies on an in-person, laboratory-based assessment. This limits research generalizability, scalability, and equity in access. One solution is the development of new, remotely deployed assessment tools that do not require real-time experimenter supervision. Methods: The current nationwide (Sweden) infant twin study assessed participants remotely via their caregiver's tablets (N = 104, ages 3 to 17months). To anchor our findings in previous research, we used a gaze-following task where experimental and age effects are well established. Results: Closely mimicking results from conventional eye tracking, we found that a full head movement elicited more gaze following than isolated eye movements. Furthermore, predictably, we found that older infants followed gaze more frequently than younger infants. Finally, while we found no indication of genetic contributions to gaze-following accuracy, the latency to disengage from the gaze cue and orient toward a target was significantly more similar in monozygotic twins than in dizygotic twins, an indicative of heritability. Discussion: Together, these results highlight the potential of remote assessment of infants' psychological development, which can improve generalizability, inclusion, and scalability in developmental research. [ABSTRACT FROM AUTHOR]

INTRODUCTION: The National Alzheimer's Coordinating Center (NACC) Uniform Data Set (UDS) neuropsychological battery is being used to track cognition in participants across the country, but it is unknown if scores obtained through remote administration can be combined with data obtained in person. METHODS: The remote UDS battery includes the blind version of the Montreal Cognitive Assessment (MoCA), Number Span, Semantic and Phonemic Fluency, and Craft Story. For these tests, we assessed intraclass correlation coefficients (ICCs) between in‐person and remote scores in 3838 participants with both in‐person and remote UDS assessments, and we compared annual score changes between modalities in a subset that had two remote assessments. RESULTS: All tests exhibited moderate to good reliability between modalities (ICCs = 0.590–0.787). Annual score changes were also comparable between modalities except for Craft Story Immediate Recall, Semantic Fluency, and Phonemic Fluency. DISCUSSION: Our findings generally support combining remote and in‐person scores for the majority of UDS tests. [ABSTRACT FROM AUTHOR]

Closed-book summative assessment of student learning, common in pharmacy education, is challenging to administer in a remote setting due to the need for costly and intrusive monitoring technology. Therefore, open-book assessments without monitoring have been considered an alternative in remote settings. The present study investigated the effects of the transition from in-person closed-book to remote open-book format on the students' scores in different assessment categories in a Pharmacokinetics course. The students' performances in the transition cohort (Transition, n = 96) during the in-person and remote periods were compared with those of an in-person cohort (Control, n = 85) during the same periods. Assessments included take-home assignments, daily quizzes, and progress/final examinations. Whereas the take-home assignments were open-book for cohorts and periods, the quizzes and examinations were open-book only for the Transition cohort during the remote period. Only the quiz/examination questions that were identical for both cohorts were included in the analysis. Statistical analysis by a linear, mixed-effects model indicated that the transition did not have any significant impact on the scores of students in the assignments, which were open-book for both cohorts and both periods. However, there were significant increases in the Transition cohort's scores (mean ± SE) during the remote open-book period in both quizzes (+8.4 ± 1.9%) and examination (+6.8 ± 1.5%) questions, compared with the Control cohort who had in-person closed-book assessments. These differences amounted to Cohen's d-effect sizes of 0.61 and 0.59 for the quiz and examination questions, respectively. It is concluded that when the questions are similar, the students' scores in pharmacokinetic assessments are higher (medium effect size) in a remote open-book format compared with the in-person closed-book format. [ABSTRACT FROM AUTHOR]

ObjectiveOlder persons with human immunodeficiency virus (HIV) (PWH) are particularly susceptible to life-space restrictions. The aims of this study included: 1) using global positioning system (GPS) derived indicators as an assessment of time spent at home among older adults with and without HIV; 2) using ecological momentary assessment (EMA) to examine real-time relationships between life-space, mood (happiness, sadness, anxious), fatigue, and pain; and 3) determining if number of daily social interactions moderated the effect of life-space on mood.MethodsEighty-eight older adults (PWH n = 54, HIV-negative n = 34) completed smartphone-based EMA surveys assessing mood, fatigue, pain, and social interactions four times per day for two weeks. Participants' smartphones were GPS enabled throughout the study. Mixed-effects regression models analyzed concurrent and lagged associations among life-space and behavioral indicators of health.ResultsPWH spent more of their time at home (79% versus 70%, z = -2.08; p = 0.04) and reported lower mean happiness (3.2 versus 3.7; z = 2.63; p = 0.007) compared to HIV-negative participants. Controlling for covariates, more daily social interactions were associated with higher ratings of real-time happiness (b = 0.12; t = 5.61; df = 1087.9; p< 0.001). Similar findings were seen in lagged analyses: prior day social interactions (b = 0.15; t = 7.3; df = 1024.9; p < 0.0001) and HIV status (b = -0.48; t = -2.56; df = 1026.8; p = 0.01) attenuated the effect of prior day time spent at home on happiness.ConclusionAccounting for engagement in social interactions reduced the significant effect of time spent at home and lower happiness. Interventions targeting social isolation within the context of constricted life-space may be beneficial for increasing positive mood in older adults, and especially relevant to older PWH.

Introduction: Kinematic analyses have recently revealed a strong potential to contribute to the assessment of neurological diseases. However, the validation of home-based kinematic assessments using consumer-grade video technology has yet to be performed. In line with best practices for digital biomarker development, we sought to validate webcam-based kinematic assessment against established, laboratory-based recording gold standards. We hypothesized that webcam-based kinematics would possess psychometric properties comparable to those obtained using the laboratory-based gold standards. Methods: We collected data from 21 healthy participants who repeated the phrase “buy Bobby a puppy” (BBP) at four different combinations of speaking rate and volume: Slow, Normal, Loud, and Fast. We recorded these samples twice back-to-back, simultaneously using (1) an electromagnetic articulography (“EMA”; NDI Wave) system, (2) a 3D camera (Intel RealSense), and (3) a 2D webcam for video recording via an in-house developed app. We focused on the extraction of kinematic features in this study, given their demonstrated value in detecting neurological impairments. We specifically extracted measures of speed/acceleration, range of motion (ROM), variability, and symmetry using the movements of the center of the lower lip during these tasks. Using these kinematic features, we derived measures of (1) agreement between recording methods, (2) test-retest reliability of each method, and (3) the validity of webcam recordings to capture expected changes in kinematics as a result of different speech conditions. Results: Kinematics measured using the webcam demonstrated good agreement with both the RealSense and EMA (ICC-A values often ≥0.70). Test-retest reliability, measured using the absolute agreement (2,1) formulation of the intraclass correlation coefficient (i.e., ICC-A), was often “moderate” to “strong” (i.e., ≥0.70) and similar between the webcam and EMA-based kinematic features. Finally, the webcam kinematics were typically as sensitive to differences in speech tasks as EMA and the 3D camera gold standards. Discussion and Conclusions: Our results suggested that webcam recordings display good psychometric properties, comparable to laboratory-based gold standards. This work paves the way for a large-scale clinical validation to continue the development of these promising technologies for the assessment of neurological diseases via home-based methods.

Abstract INTRODUCTION The National Alzheimer's Coordinating Center (NACC) Uniform Data Set (UDS) neuropsychological battery is being used to track cognition in participants across the country, but it is unknown if scores obtained through remote administration can be combined with data obtained in person. METHODS The remote UDS battery includes the blind version of the Montreal Cognitive Assessment (MoCA), Number Span, Semantic and Phonemic Fluency, and Craft Story. For these tests, we assessed intraclass correlation coefficients (ICCs) between in‐person and remote scores in 3838 participants with both in‐person and remote UDS assessments, and we compared annual score changes between modalities in a subset that had two remote assessments. RESULTS All tests exhibited moderate to good reliability between modalities (ICCs = 0.590–0.787). Annual score changes were also comparable between modalities except for Craft Story Immediate Recall, Semantic Fluency, and Phonemic Fluency. DISCUSSION Our findings generally support combining remote and in‐person scores for the majority of UDS tests.

IntroductionMuch of our understanding of infant psychological development relies on an in-person, laboratory-based assessment. This limits research generalizability, scalability, and equity in access. One solution is the development of new, remotely deployed assessment tools that do not require real-time experimenter supervision.MethodsThe current nationwide (Sweden) infant twin study assessed participants remotely via their caregiver's tablets (N = 104, ages 3 to 17 months). To anchor our findings in previous research, we used a gaze-following task where experimental and age effects are well established.ResultsClosely mimicking results from conventional eye tracking, we found that a full head movement elicited more gaze following than isolated eye movements. Furthermore, predictably, we found that older infants followed gaze more frequently than younger infants. Finally, while we found no indication of genetic contributions to gaze-following accuracy, the latency to disengage from the gaze cue and orient toward a target was significantly more similar in monozygotic twins than in dizygotic twins, an indicative of heritability.DiscussionTogether, these results highlight the potential of remote assessment of infants' psychological development, which can improve generalizability, inclusion, and scalability in developmental research.

Background: Video recordings of neurological examinations are often used in clinical trials. The Scale for Assessment and Rating of Ataxia (SARA) is a widely used clinical scale for ataxic patients. Despite several advantages of video ratings, correlation between live ratings and remote video‐ratings has not been systematically investigated. Objective: To compare live and remote video assessment of SARA. Methods: Full SARA examinations of 69 patients with cerebellar ataxia were recorded on video. Live rating from site investigators were compared with remote video rating of three experienced ataxia clinicians using Bland–Altman analysis. Results: Live and remote video ratings showed a high level of agreement for the complete score (bias = 0.09, with standard deviation = 2.00) and all single SARA items (bias <0.20 for all items). Conclusion: Remote video ratings of SARA are a reliable means to assess severity of ataxia. [ABSTRACT FROM AUTHOR]

Studies using remote cognitive testing must make a critical decision: whether to allow participants to use their own devices or to provide participants with a study-specific device. Bring-your-own-device (BYOD) studies have several advantages including increased accessibility, potential for larger sample sizes, and reduced participant burden. However, BYOD studies offer little control over device performance characteristics that could potentially influence results. In particular, response times measured by each device not only include the participant's true response time, but also latencies of the device itself. The present study investigated two prominent sources of device latencies that pose significant risks to data quality: device display output latency and touchscreen input latency. We comprehensively tested 26 popular smartphones ranging in price from < $100 to $1000+ running either Android or iOS to determine if hardware and operating system differences led to appreciable device latency variability. To accomplish this, a custom-built device called the Latency and Timing Assessment Robot (LaTARbot) measured device display output and capacitive touchscreen input latencies. We found considerable variability across smartphones in display and touch latencies which, if unaccounted for, could be misattributed as individual or group differences in response times. Specifically, total device (sum of display and touch) latencies ranged from 35 to 140 ms. We offer recommendations to researchers to increase the precision of data collection and analysis in the context of remote BYOD studies. [ABSTRACT FROM AUTHOR]

Objectives: Physical examinations are essential for in-person patient visits but remain difficult to replicate during virtual encounters. This work aims to identify gaps in the current state of telemedicine-based physical assessments by surveying physical medicine and rehabilitation physicians who perform physical examinations. Design: A survey of 29 Likert-scale questions and five open-ended questions was distributed to practicing physical medicine and rehabilitation physicians. The Likert-scale questions covered remote physical assessment, access, perception/engagement, implementation/effectiveness, and administrative concerns. Results: Fifty-three participants completed the survey. More than 80% of respondents suggested that while telemedicine was universally well accepted, they could not effectively perform telemedicine-based physical assessments, especially the musculoskeletal and neurological components. Remote assessment of upper and lower limb strength, reflexes, and sensation were examples of key unmet needs. Responses to open-ended questions suggested that telemedicine-based physical assessments can reduce the burden of travel and increase adherence to follow-up visits, but complex technology setup can pose difficulty for older patients and patients with cognitive deficits. Conclusions: These findings suggest that current telemedicine technology is insufficient to meet physical medicine and rehabilitation physicians' telemedicine-based physical assessments needs. Despite high levels of provider and patient engagement with telemedicine, numerous deficits remain in performing musculoskeletal and neurological examinations. These results can inform future technology developments that address these identified telemedicine-based physical assessments gaps. [ABSTRACT FROM AUTHOR]

Remote hearing screening and assessment may improve access to, and uptake of, hearing care. This review, the most comprehensive to date, aimed to (i) identify and assess functionality of remote hearing assessment tools on smartphones and online platforms, (ii) determine if assessed tools were also evaluated in peer-reviewed publications and (iii) report accuracy of existing validation data. Protocol was registered in INPLASY and reported according to PRISMA-Extension for Scoping Reviews. In total, 187 remote hearing assessment tools (using tones, speech, self-report or a combination) and 101 validation studies met the inclusion criteria. Quality, functionality, bias and applicability of each app were assessed by at least two authors. Assessed tools showed considerable variability in functionality. Twenty-two (12%) tools were peer-reviewed and 14 had acceptable functionality. The validation results and their quality varied greatly, largely depending on the category of the tool. The accuracy and reliability of most tools are unknown. Tone-producing tools provide approximate hearing thresholds but have calibration and background noise issues. Speech and self-report tools are less affected by these issues but mostly do not provide an estimated pure tone audiogram. Predicting audiograms using filtered language-independent materials could be a universal solution. [ABSTRACT FROM AUTHOR]

A procedure has been proposed to assess the hydrophysical and chemical–biological characteristics of unexplored small and medium lakes (with an area of up to 100 km2) in the Arctic territories of Russia using the methods of remote sensing and mathematical modeling. The procedure is based on the use of a one-dimensional model of hydro-thermodynamic and chemical-biological processes in water bodies. The technique makes it possible to obtain an estimate of heat transport between the atmosphere, ice, water, and bottom sediments and the date of ice cover formation, its thickness, and the duration of existence of freeze-up to calculate the temperature profiles of water and bottom sediments and dissolved oxygen by depth based on information on the geographical coordinates and lake surface area. Contact measurements are not required, which is extremely important for hard-to-reach and poorly explored northern territories of our country. [ABSTRACT FROM AUTHOR]

BackgroundAdvances in clinical trials have revealed a pressing need for outcome measures appropriate for children with neurogenetic syndromes (NGS). However, the field lacks a standardized, flexible protocol for collecting laboratory-grade experimental data remotely. To address this challenge, we developed PANDABox (Parent-Administered Neurodevelopmental Assessment), a caregiver-facilitated, remotely administered assessment protocol for collecting integrated and high quality clinical, behavioral, and spectral data relevant to a wide array of research questions. Here, we describe PANDABox development and report preliminary data regarding: (1) logistics and cost, (2) caregiver fidelity and satisfaction, and (3) data quality.MethodsWe administered PANDABox to a cohort of 16 geographically diverse caregivers and their infants with Down syndrome. Tasks assessed attention, language, motor, and atypical behaviors. Behavioral and physiological data were synchronized and coded offline by trained research assistants.ResultsPANDABox required low resources to administer and was well received by families, with high caregiver fidelity (94%) and infant engagement (91%), as well as high caregiver-reported satisfaction (97% positive). Missing data rates were low for video frames (3%) and vocalization recordings (6%) but were higher for heart rate (25% fully missing and 13% partially missing) and discrete behavioral presses (8% technical issues and 19% not enough codable behavior), reflecting the increased technical demands for these activities.ConclusionWith further development, low-cost laboratory-grade research protocols may be remotely administered by caregivers in the family home, opening a new frontier for cost-efficient, scalable assessment studies for children with NGS other neurodevelopmental disorders.

Abstract Background Cognitive impairment is a frequent adverse effect of cancer and its therapies. As neuropsychological assessment is not often standard of care for patients with non‐CNS disease, efficient, practical assessment tools are required to track cognition across the disease course. We examined cognitive functioning using a web‐based cognitive testing battery to determine if it could detect differences between patients with cancer and controls. Methods We enrolled 22 patients with multiple myeloma (MM) or non‐Hodgkin lymphoma (NHL) and 40 healthy controls (mean age = 56 ± 11 years, 52% male). Participants completed the BrainCheck cognitive testing battery and online versions of select measures from the Patient Reported Outcome Measures Information System (PROMIS) during a video conference. MANOVA was used to compare BrainCheck and PROMIS scores between groups controlling for age and sex. An exploratory linear regression analysis was conducted within the cancer group to determine potential contributors to cognitive functioning. Results All participants except for one control completed the online assessment measures without difficulty. Compared to controls, the cancer group demonstrated significantly lower scores in objective and subjective cognitive function, physical functioning, and social role performance and elevated fatigue scores. Corticosteroid treatment, immunotherapy, lower physical functioning, lower income, and older age significantly contributed to lower cognitive function (adjusted R2 = 0.925, F = 19.63, p = 0.002). Conclusion Remote assessment of cognitive and psychosocial functioning is feasible with patients with cancer following treatments. The BrainCheck cognitive testing battery has the potential to detect differences in cognition between patients with cancer and controls.

This study narrates the implementation of remote assessment during the COVID-19 pandemic education in Ukrainian higher education institutions, based on exploring the reflections of 600 students and 150 educators. A wide range of student and faculty members experiences from Ukrainian higher education institutions were aggregated and analyzed. The data were collected through the Google Forms survey. The research focuses on the challenges of remote e-learning assessment during the COVID-19 crisis encountered by Ukrainian educators and learners and the approaches adopted to overcome them: learning designs, technological solutions, evaluation systems, and academic integrity measures. The current study also looks at the currently used platforms and applications that can assist in enhancing academic integrity and reinforcing education during pandemics and the various technological interventions to teaching, learning, and assessing that have been introduced or continued in higher education institutions around the world, and how they may have helped reduce the likelihood of students committing misconduct during the pandemic's emergency distance learning. The major outcome implies that addressing the issues of online assessment, cheating, and plagiarism on multiple levels is necessary, including boosting student knowledge and ethics; overcoming the resistance of the conservative part of the participants in the educational process to educational innovations due to the relatively low level of their mastery of modern educational technologies; training teachers to detect cheating methods; and applying severe sanctions on those who engage in such practices.

In the shift to Emergency Remote Teaching and Learning (ERT&L) during the Covid-19 pandemic, remote assessment and feedback became a major source of discontent and challenge for students and staff.  This paper is a reflection and analysis of assessment practices during ERT&L, and our theorisation of the possibilities for shifts towards sustainable and transformative approaches to assessment in the global south. We argue that the challenges experienced during the pandemic revealed a view of assessment as gatekeeping, and a conception of quality as exceptional. In the context of ERT&L, assessment strategies based on such views may have further marginalised and disadvantaged students faced with technological, economic, and socio-cultural access issues. We highlight that institutional responses and staff concerns regarding standards and the validity and reliability of remote assessments are evident of affirmative rather than transformative approaches to reimagining assessments for social justice. [ABSTRACT FROM AUTHOR]

Although guidelines surrounding COVID-19 have relaxed and school-aged students are no longer required to wear masks and social distance in schools, we have become, as a nation and as a society, more comfortable working from home, learning online, and using technology as a platform to communicate ubiquitously across ecological environments. In the school psychology community, we have also become more familiar with assessing students virtually, but at what cost? While there is research suggesting score equivalency between virtual and in-person assessment, score equivalency alone is not sufficient to validate a measure or an adaptation thereof. Furthermore, the majority of psychological measures on the market are normed for in-person administration. In this paper, we will not only review the pitfalls of reliability and validity but will also unpack the ethics of remote assessment as an equitable practice. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic led ADHD services to modify the clinical practice to reduce in-person contact as much as possible to minimise viral spread. This had far-reaching effects on day-to-day clinical practice as remote assessments were widely adopted. Despite the attenuation of the acute threat from COVID, many clinical services are retaining some remote practices. The lack of clear evidence-based guidance about the most appropriate way to conduct remote assessments meant that these changes were typically implemented in a localised, ad hoc, and un-coordinated way. Here, the European ADHD Guidelines Group (EAGG) discusses the strengths and weaknesses of remote assessment methods of children and adolescents with ADHD in a narrative review based on available data and expert opinions to highlight key recommendations for future studies and clinical practice. We conclude that going forward, despite remote working in clinical services functioning adequately during the pandemic, all required components of ADHD assessment should still be completed following national/international guidelines; however, the process may need adaptation. Social restrictions, including changes in education provision, can either mask or exacerbate features associated with ADHD and therefore assessment should carefully chart symptom profile and impairment prior to, as well as during an ongoing pandemic. While remote assessments are valuable in allowing clinical services to continue despite restrictions and may have benefits for routine care in the post-pandemic world, particular attention must be paid to those who may be at high risk but not be able to use/access remote technologies and prioritize these groups for conventional face-to-face assessments. [ABSTRACT FROM AUTHOR]

Simple Summary: The five times sit to stand (5STS) test is widely used to measure functional lower extremity strength. However, the psychometric properties of the 5STS test when performed remotely is unknown. This study determined the feasibility, reliability, and safety of the remote five times sit to stand test (5STS) in 37 patients scheduled to undergo gastrointestinal cancer surgery. Participants completed the 5STS test both face-to-face and remotely, with the order randomised. The study provides supporting evidence that the remote 5STS test is feasible, reliable, and safe in patients with gastrointestinal cancer and can be used in both clinical and research settings. Background: To determine the feasibility, reliability, and safety of the remote five times sit to stand test (5STS) test in patients with gastrointestinal cancer. Methods: Consecutive adult patients undergoing surgical treatment for lower gastrointestinal cancer at a major referral hospital in Sydney between July and November 2022 were included. Participants completed the 5STS test both face-to-face and remotely, with the order randomised. Outcomes included measures of feasibility, reliability, and safety. Results: Of fifty-five patients identified, seventeen (30.9%) were not interested, one (1.8%) had no internet coverage, and thirty-seven (67.3%) consented and completed both 5STS tests. The mean (SD) time taken to complete the face-to-face and remote 5STS tests was 9.1 (2.4) and 9.5 (2.3) seconds, respectively. Remote collection by telehealth was feasible, with only two participants (5.4%) having connectivity issues at the start of the remote assessment, but not interfering with the tests. The remote 5STS test showed excellent reliability (ICC = 0.957), with limits of agreement within acceptable ranges and no significant systematic errors observed. No adverse events were observed within either test environment. Conclusions: Remote 5STS for the assessment of functional lower extremity strength in gastrointestinal cancer patients is feasible, reliable, and safe, and can be used in clinical and research settings. [ABSTRACT FROM AUTHOR]

Remote self-assessment of the revised amyotrophic lateral sclerosis functional rating scale (ALSFRS-R) using digital data capture was investigated for its feasibility as an add-on to ALSFRS-R assessments during multidisciplinary clinic visits. From August 2017 to December 2021, at 12 ALS centers in Germany, an observational study on remote assessment of the ALSFRS-R was performed. In addition to the assessment of ALSFRS-R during clinic visits, patients were offered a digital self-assessment of the ALSFRS-R – either on a computer or on a mobile application ("ALS-App"). An estimated multicenter cohort of 4,670 ALS patients received care at participating ALS centers. Of these patients, 971 remotely submitted the ALSFRS-R, representing 21% of the multicenter cohort. Of those who opted for remote assessment, 53.7% (n = 521) completed a minimum of 4 ALSFRS-R per year with a mean number of 10.9 assessments per year. Different assessment frequencies were found for patients using a computer (7.9 per year, n = 857) and mobile app (14.6 per year, n = 234). Patients doing remote assessments were more likely to be male and less functionally impaired but many patients with severe disability managed to complete it themselves or with a caregiver (35% of remote ALSFRS-R cohort in King's Stage 4). In a dedicated ALS center setting remote digital self-assessment of ALSFRS-R can provide substantial data which is complementary and potentially an alternative to clinic assessments and could be used for research purposes and person-level patient management. Addressing barriers relating to patient uptake and adherence are key to its success. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to gain in-depth feedback on patient perceptions of remote assessment in otology, to better inform the development of a telemedicine pathway for new otology referrals. Methods: A qualitative descriptive approach was employed to analyse semi-structured interviews from 14 patients seen in a routine otology clinic. Results: Patients were generally accepting of the proposed telemedicine pathway. Key themes included maintaining quality of care, adequate training for facilitators, reducing waiting times, appropriate actioning of clinic outcomes and anxiety surrounding the use of technology. Conclusions: Our proposed telemedicine pathway for new otology referrals is acceptable to patients, provided there is no compromise in the standard of their care versus a traditional pathway. These results further our understanding of remote assessment in otology from the patient perspective and may help to inform the development of such pathways outside of our centre. [ABSTRACT FROM AUTHOR]

Recent theoretical models suggest that a variety of psychological and contextual factors account for a significant proportion of the observed neurocognitive impairment in schizophrenia-spectrum disorders (SSD). Numerous non-neurocognitive mechanisms of neurocognitive functioning have been proposed that warrant investigation; however, few studies have empirically examined these factors. This cross-over study examined whether the experience of failure or success affects task persistence and neurocognition differentially between individuals with SSD and healthy controls. Twenty-nine participants with SSD and 30 healthy controls (Mage = 29.33, SD = 10.72) completed success and failure inductions, psychological questionnaires, an anagram persistence task, and brief neurocognitive testing remotely at two time-points. Both groups demonstrated significantly lower persistence and worse decision-making skills in the failure condition relative to the success condition. Individuals with SSD demonstrated slower processing speed, but this was not affected by prior failure or success. This study demonstrates that the experience of failure is similarly detrimental to persistence and decision-making in healthy controls and individuals with SSD but does not contribute to processing speed performance. This suggests that higher-order executive functions are more susceptible to manipulation by contextual factors compared to lower-order cognitive functions. [ABSTRACT FROM AUTHOR]

Major depressive disorder (MDD) has increasing prevalence with age. Both objective measures of cognitive dysfunction and subjective report of cognitive difficulties related to MDD are often thought to worsen with increasing age. However, few studies have directly evaluated these characteristics across the adult lifespan. Participants included 23,594 adults completing objective and subjective measures of cognition on an online research registry. Linear regression including interactions of age group with depression was used to evaluate the association of self-reported MDD with measures of cognition in three age groups: 21–40 years; 41–60 years; 61+ years. MDD (n = 2127) demonstrated poorer objective cognitive performance and greater subjective ratings of cognitive difficulties across all domains assessed compared to non-depressed individuals (ND; n = 21,467). Significant interactions of age group and MDD status with objective and subjective measures of cognition were observed for both middle age and older adults when compared to young adults but few significant differences between middle-aged and older adults were evident. This study relied on self-report of MDD diagnosis, utilized remotely administered and unsupervised measures of cognition, and the sample was not diverse. The magnitude of association between MDD and cognitive correlates appears to plateau in middle age. Our results suggest that increased rates of dementia are not due to greater cognitive consequence of MDD in older adults and that age effects, and not greater effects of depression, may lead to increased diagnosis of MDD based on subjective report of cognitive symptoms. • Adults with depression demonstrated poorer cognition and reported greater cognitive difficulties than non-depressed adults. • The association of depression with measures of cognition was greater in middle-age and older adults compared to younger adults. • Our results suggest that the strength of association between depression and cognition appears to plateau in middle-age. [ABSTRACT FROM AUTHOR]

Purpose: To compare outcomes of telephone and face-to-face consultations for new otology referrals and discuss the wider use of telemedicine in otology. Methods: Retrospective cohort study including new adult otology referrals to our unit, sampled consecutively between March 2021 and May 2021, seen in either a face-to-face or telephone clinic. Primary outcome measure was the proportion of patients with a definitive management outcome (discharged or added to waiting list for treatment) versus the proportion of patients requiring follow-up for further assessment or review. Results: 150 new patients referred for a routine otology consultation (75 telephone, 75 face-to-face) were included. 53/75 patients (71%) undergoing a face-to-face consultation received a definitive outcome following initial review, versus 22/75 (29%) telephone patients (χ2 < 0.001, OR 5.8). 52/75 (69%) telephone patients were followed up face-to-face for examination. The mean (SD) number of appointments required to reach a definitive outcome was 1.22 (0.58) and 1.75 (0.73) in the face-to-face and telephone cohorts, respectively (p < 0.001). Conclusions: Telephone clinics in otology have played an important role as part of the COVID19 response. However, they are currently limited by a lack of clinical examination and audiometry. Remote assessment pathways in otology that incorporate asynchronous review of recorded examinations alongside audiometry, either conventional or boothless, may mitigate this problem; however, further research is required. [ABSTRACT FROM AUTHOR]

Background: Glioma irradiation often unavoidably damages the brain volume and affects cognition. This study aims to evaluate the relationship of remote cognitive assessments in determining cognitive impairment of irradiated glioma patients in relation to the quality of life and MRI changes. Methods: Thirty patients (16–76 aged) with two imaging (pre- and post-RT) and completed cognitive assessments were recruited. Cerebellum, right and left temporal lobes, corpus callosum, amygdala and spinal cord were delineated and their dosimetry parameters were collected. Cognitive assessments were given post-RT via telephone (Telephone Interview Cognitive Status (TICS), Telephone Montreal Cognitive Assessment (T-MoCA), Telephone Mini Addenbrooke's Cognitive Examination (Tele-MACE)). Regression models and deep neural network (DNN) were used to evaluate the relationship between brain volume, cognition and treatment dose in patients. Results: Cognitive assessments were highly inter-correlated (r > 0.9) and impairment was shown between pre- and post-RT findings. Brain volume atrophy was shown post-RT, and cognitive impairments were correlated with radiotherapy-associated volume atrophy and dose-dependent in the left temporal lobe, corpus callosum, cerebellum and amygdala. DNN showed a good area under the curve for cognitive prediction; TICS (0.952), T-MoCA (0.909) and Tele-MACE (0.822). Conclusions: Cognition can be evaluated remotely in which radiotherapy-related brain injury is dose-dependent and volume-dependent. Prediction models can assist in the early identification of patients at risk for neurocognitive decline following RT for glioma, thus facilitating potential treatment interventions. [ABSTRACT FROM AUTHOR]

Abstract Background The purpose of this study is to describe and assess a remote height and weight protocol that was developed for an ongoing trial conducted during the SARS COV-2 pandemic. Methods Thirty-eight rural families (children 8.3 ± 0.7 years; 68% female; and caregivers 38.2 ± 6.1 years) were provided detailed instructions on how to measure height and weight. Families obtained measures via remote data collection (caregiver weight, child height and weight) and also by trained staff. Differences between data collection methods were examined. Results Per absolute mean difference analyses, slightly larger differences were found for child weight (0.21 ± 0.21 kg), child height (1.53 ± 1.29 cm), and caregiver weight (0.48 ± 0.42 kg) between school and home measurements. Both analyses indicate differences had only minor impact on child BMI percentile (− 0.12, 0.68) and parent BMI (0.05, 0.13). Intraclass coefficients ranged from 0.98 to 1.00 indicating that almost all of the variance was due to between person differences and not measurement differences within a person. Conclusion Results suggest that remote height and weight collection is feasible for caregivers and children and that there are minimal differences in the various measurement methods studied here when assessing group differences. These differences did not have clinically meaningful impacts on BMI. This is promising for the use of remote height and weight measurement in clinical trials, especially for hard-to reach-populations. Trial registration Clinical. Registered in clinicaltrials.gov ( NCT03304249 ) on 06/10/2017.

Home safety assessments and subsequent modifications can prevent hospitalization, institutionalization, and death among older adults. Telehealth has been shown to be an effective means to administer home safety assessments. However, a structured approach to synchronous telehealth home assessments has not been examined. This study involved development and validation of a structured telehealth home assessment protocol. The Protocol for Administering Telehealth Home (PATH) assessment was developed based on literature review, clinical experience with in-person and telehealth home assessments, and interviews with content experts. Six older adults participated in the validation phase of the protocol using a quasi-experimental, mixed-methods, one-group research design. The validation process resulted in modifications to the protocol to enhance its utility in practice. The PATH protocol provides a valid, structured approach to conducting synchronous telehealth home assessments and can be used by occupational therapists to administer home assessments for older adults desiring to age in place.

Background/Objectives: Remote assessment of children’s visual acuity became necessary during the COVID-19 pandemic. This study aimed to assess the extent of agreement between hospital-based clinical testing and clinician-led home-based testing. Subjects/Methods: 50 children aged 2–16 (median 8) years attending hospital eye services at two UK hospitals had routine hospital-based acuities compared with subsequent online, orthoptist-supervised home visual acuities. Agreement was assessed using intra-class correlation and Bland-Altman plots, as was test-retest (TRT) agreement of two, repeated home acuity tests. Results: Monocular acuities tested at hospital and at home were obtained from all 50 children; 33 also had binocular acuities in both settings and 35 had acuities retested immediately at home. Most children were tested at home using a computer or tablet; two were tested with a smartphone. No mean test differences were found for hospital vs home testing (–0.004 (95% CI –0.06–0.05) and –0.008 (95% CI –0.04–0.03) for binocular and monocular testing, respectively). Limits of agreement (LOAs) were ±0.32 and ±0.35 logMAR for binocular and monocular testing, respectively. LOAs for inter-ocular acuity differences (hospital vs home) were –0.15–0.25 logMAR. TRT monocular acuity agreement was excellent, with an LOA of ±0.14 logMAR. Conclusions: We found good (binocular) and excellent (monocular) agreement between hospital and home acuity testing. LOAs were in keeping with multiple changes between measures (test; setting; time; tester) and a cohort including patients as young as two years old. Even smartphone testing proved feasible. Inability of the supervising orthoptist to check test distance or device calibration/orientation was a limitation, likely contributing to the breadth of LOAs. Home vision testing is feasible and accurate, but its precision, acceptability, health economic impact and carbon impact require more attention.

Background: Cognitive impairment is a frequent adverse effect of cancer and its therapies. As neuropsychological assessment is not often standard of care for patients with non‐CNS disease, efficient, practical assessment tools are required to track cognition across the disease course. We examined cognitive functioning using a web‐based cognitive testing battery to determine if it could detect differences between patients with cancer and controls. Methods: We enrolled 22 patients with multiple myeloma (MM) or non‐Hodgkin lymphoma (NHL) and 40 healthy controls (mean age = 56 ± 11 years, 52% male). Participants completed the BrainCheck cognitive testing battery and online versions of select measures from the Patient Reported Outcome Measures Information System (PROMIS) during a video conference. MANOVA was used to compare BrainCheck and PROMIS scores between groups controlling for age and sex. An exploratory linear regression analysis was conducted within the cancer group to determine potential contributors to cognitive functioning. Results: All participants except for one control completed the online assessment measures without difficulty. Compared to controls, the cancer group demonstrated significantly lower scores in objective and subjective cognitive function, physical functioning, and social role performance and elevated fatigue scores. Corticosteroid treatment, immunotherapy, lower physical functioning, lower income, and older age significantly contributed to lower cognitive function (adjusted R2 = 0.925, F = 19.63, p = 0.002). Conclusion: Remote assessment of cognitive and psychosocial functioning is feasible with patients with cancer following treatments. The BrainCheck cognitive testing battery has the potential to detect differences in cognition between patients with cancer and controls. [ABSTRACT FROM AUTHOR]

Home safety assessments and subsequent modifications can prevent hospitalization, institutionalization, and death among older adults. Telehealth has been shown to be an effective means to administer home safety assessments. However, a structured approach to synchronous telehealth home assessments has not been examined. This study involved development and validation of a structured telehealth home assessment protocol. The Protocol for Administering Telehealth Home (PATH) assessment was developed based on literature review, clinical experience with in-person and telehealth home assessments, and interviews with content experts. Six older adults participated in the validation phase of the protocol using a quasiexperimental, mixed-methods, one-group research design. The validation process resulted in modifications to the protocol to enhance its utility in practice. The PATH protocol provides a valid, structured approach to conducting synchronous telehealth home assessments and can be used by occupational therapists to administer home assessments for older adults desiring to age in place. [ABSTRACT FROM AUTHOR]

Featured Application: The same tool could be used repeatedly to track the changes in CMJ performance. Average jump heights should be analyzed. Practitioners and sports professionals without extensive knowledge of assessment could self-administer CMJ tests using these devices. Mobile applications and portable assessments make remote self-assessment of the countermovement jump (CMJ) test possible. This study aimed to investigate the concurrent validity and test–retest reliability of three portable measurement systems for CMJ. Thirty physically active college students visited the laboratory twice, with two days in between, and performed three jumps each day. All jumps were recorded by My Jump 2, HomeCourt, and the Takei Vertical Jump Meter (TVJM) simultaneously. Results indicated significant differences among the three systems (p < 0.01). HomeCourt tended to present the highest jump height mean value (46.10 ± 7.57 cm) compared with TVJM (42.02 ± 8.11 cm) and My Jump 2 (40.85 ± 7.86 cm). High concurrent validities among assessments were found (r = 0.85–0.93). Good to excellent reliability of jump assessments was demonstrated (ICC3,1 = 0.80–0.96). Reliable coefficients of variation were shown in all measurements (2.58–5.92%). Significant differences were revealed among the three apparatuses while they demonstrated high intra-device test–retest reliability. TVJM was the most reliable, and average jump heights were recommended for analysis. [ABSTRACT FROM AUTHOR]

Students with autism may struggle to develop the academic skills necessary for success in school and beyond. Understanding and improving academic skills performance requires appropriate measurement approaches. One such option that has been minimally studied with students with autism is curriculum‐based measurement (CBM). Coinciding with the need to study different approaches to academic skills measurement for students with autism was the global pandemic which forced a shift to remote service delivery with little warning. While some autistic students struggled with this shift, others thrived, raising questions about how to further support students with autism in virtual formats. The purpose of this study was to examine the feasibility of using remotely administered CBM for autistic students by studying both the practicality and acceptability of this approach. Five students with autism (Grades 2–5) participated in this pilot study, completing reading, math, and writing CBMs at three time points. Student behavior and assessor fidelity were collected to examine practicality; assessor ratings of usability provided insight regarding the acceptability of the approach. Results indicated that remotely administered CBM is feasible for some students with autism: all participants completed the study tasks with minimal behavioral difficulties, and assessor ratings of acceptability were high. Highlights: Curriculum‐based measurement (CBM) is a rarely explored but potentially useful approach to measuring academic skills for students on the autism spectrum.Remote administration is an innovative, convenient, and based on these pilot findings, feasible way to use CBM for elementary students with autism. [ABSTRACT FROM AUTHOR]

A tele-assessed 6MWT (TL 6MWT) could be an alternative method of evaluating functional capacity in patients with diabetes mellitus type 2 (DM2). This study aimed to assess the validity and reliability of a TL 6MWT. The functional capacity of 28 patients with DM2 (75% men) aged 61 ± 13 years was evaluated twice via an indoor, center-based 6MWT (CB 6MWT) and twice outside each patient's home via a web-based platform TL 6MWT. The study showed a high statistically significant correlation between the CB and TL 6MWT (Pearson's r = 0.76, p < 0.001). Reliability testing showed no statistically significant differences in the distance covered (CB1: 492 ± 84 m and CB2: 506 ± 86 m versus TL1: 534 ± 87 m and TL2: 542 ± 93 m, respectively) and in the best distance of the TL 6MWT (545 ± 93 m) compared to the best CB distance (521 ± 83 m). Strong internal reliability for both the CB (intraclass correlation coefficient (ICC) = 0.93) and the TL 6MWT (ICC = 0.98) was found. The results indicate that a TL 6MWT performed outdoors can be a highly valid and reliable tool to assess functional capacity in patients with DM2. No learning effect between the TL and CB assessment was found, minimizing the need for repetition. [ABSTRACT FROM AUTHOR]

Objective: This study examined test score equivalency between traditional in-person assessment and teletesting among youth diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Method: In all, 896 youth with ADHD, ages 5–21 years, were administered cognitive, academic achievement, and verbal fluency measures via either teletesting (n = 448) or traditional in-person assessment (n = 448). The teletesting and in-person groups were matched on age, sex, and insurance type (as a proxy for income). Results: Results indicated no significant differences in test scores obtained via in-person and teletesting evaluations across all examined measures. Conclusion: Clinically referred youth with ADHD perform similarly on measures of cognitive functioning, academic achievement, and verbal fluency, regardless of whether these measures are administered in-person or via teletesting. While additional evidence for equivalent psychometric properties of neuropsychological instruments administered remotely is needed, this study offers support for the validity of remote administration among youth with ADHD. [ABSTRACT FROM AUTHOR]

Background: Young children with congenital heart disease (CHD) are at heightened risk of developmental delay. The outbreak of COVID-19 and the ensuing lockdowns presented an opportunity to test the feasibility of using a short neurodevelopmental assessment tool—the Brief Developmental Assessment (BDA)—remotely via new technologies. Methods: We tested the feasibility and acceptability of remote testing of the tool's 6 domains of development with 30 children younger than 5 years with CHD and 10 healthy controls. Results: Despite some technical issues, parents largely responded positively to the use of the remote assessment as opposed to traditional face-to-face appointments, citing the beneficial saving of time, money, and childcare. Conclusions: The acceptability of the remote use of the BDA for the developmental screening of children with CHD will allow for the possibility of increased screening for more children and earlier identification of developmental problems, both during and after COVID-19 restrictions. [ABSTRACT FROM AUTHOR]

Background: The current methods of evaluating cognitive functioning typically rely on a single time point to assess and characterize an individual's performance. However, cognitive functioning fluctuates within individuals over time in relation to environmental, psychological, and physiological contexts. This limits the generalizability and diagnostic utility of single time point assessments, particularly among individuals who may exhibit large variations in cognition depending on physiological or psychological context (eg, those with type 1 diabetes [T1D], who may have fluctuating glucose concentrations throughout the day). Objective: We aimed to report the reliability and validity of cognitive ecological momentary assessment (EMA) as a method for understanding between-person differences and capturing within-person variation in cognition over time in a community sample and sample of adults with T1D. Methods: Cognitive performance was measured 3 times a day for 15 days in the sample of adults with T1D (n=198, recruited through endocrinology clinics) and for 10 days in the community sample (n=128, recruited from TestMyBrain, a web-based citizen science platform) using ultrabrief cognitive tests developed for cognitive EMA. Our cognitive EMA platform allowed for remote, automated assessment in participants' natural environments, enabling the measurement of within-person cognitive variation without the burden of repeated laboratory or clinic visits. This allowed us to evaluate reliability and validity in samples that differed in their expected degree of cognitive variability as well as the method of recruitment. Results: The results demonstrate excellent between-person reliability (ranging from 0.95 to 0.99) and construct validity of cognitive EMA in both the sample of adults with T1D and community sample. Within-person reliability in both samples (ranging from 0.20 to 0.80) was comparable with that observed in previous studies in healthy older adults. As expected, the full-length baseline and EMA versions of TestMyBrain tests correlated highly with one another and loaded together on the expected cognitive domains when using exploratory factor analysis. Interruptions had higher negative impacts on accuracy-based outcomes (β=−.34 to −.26; all P values <.001) than on reaction time–based outcomes (β=−.07 to −.02; P <.001 to P =.40). Conclusions: We demonstrated that ultrabrief mobile assessments are both reliable and valid across 2 very different clinic versus community samples, despite the conditions in which cognitive EMAs are administered, which are often associated with more noise and variability. The psychometric characteristics described here should be leveraged appropriately depending on the goals of the cognitive assessment (eg, diagnostic vs everyday functioning) and the population being studied. [ABSTRACT FROM AUTHOR]

Background/Objectives: Remote assessment of children’s visual acuity became necessary during the COVID-19 pandemic. This study aimed to assess the extent of agreement between hospital-based clinical testing and clinician-led home-based testing. Subjects/Methods: 50 children aged 2–16 (median 8) years attending hospital eye services at two UK hospitals had routine hospital-based acuities compared with subsequent online, orthoptist-supervised home visual acuities. Agreement was assessed using intra-class correlation and Bland-Altman plots, as was test-retest (TRT) agreement of two, repeated home acuity tests. Results: Monocular acuities tested at hospital and at home were obtained from all 50 children; 33 also had binocular acuities in both settings and 35 had acuities retested immediately at home. Most children were tested at home using a computer or tablet; two were tested with a smartphone. No mean test differences were found for hospital vs home testing (−0.004 (95% CI −0.06–0.05) and −0.008 (95% CI −0.04–0.03) for binocular and monocular testing, respectively). Limits of agreement (LOAs) were ±0.32 and ±0.35 logMAR for binocular and monocular testing, respectively. LOAs for interocular acuity differences (hospital vs home) were −0.15–0.25 logMAR. TRT monocular acuity agreement was excellent, with an LOA of ±0.14 logMAR. Conclusions: We found good (binocular) and excellent (monocular) agreement between hospital and home acuity testing. LOAs were in keeping with multiple changes between measures (test; setting; time; tester) and a cohort including patients as young as two years old. Even smartphone testing proved feasible. Inability of the supervising orthoptist to check test distance or device calibration/orientation was a limitation, likely contributing to the breadth of LOAs. Home vision testing is feasible and accurate, but its precision, acceptability, health economic impact and carbon impact require more attention. [ABSTRACT FROM AUTHOR]

Abstract Recent advances in technology and expanding therapeutic opportunities in neuromuscular disorders has resulted in greater interest in and development of remote assessments. Over the past year, the rapid and abrupt COVID-19 shutdowns and stay-at-home orders imposed challenges to routine clinical management and clinical trials. As in-person services were severely limited, clinicians turned to remote assessments through telehealth to allow for continued care. Typically, disease-specific clinical outcome assessments (COAs) for neuromuscular disorders (NMD) are developed over many years through rigorous and iterative processes to fully understand their psychometric properties. While efforts were underway towards developing remote assessments for NMD before the pandemic, few if any were fully developed or validated. These included assessments of strength, respiratory function and patient-reported outcomes, as well as wearable technology and other devices to quantify physical activity and function. Without many choices, clinicians modified COAs for a virtual environment recognizing it was not yet known how they compared to standard in-person administration. Despite being able to quickly adapt to the demands of the COVID-19 pandemic, these experiences with remote assessments uncovered limitations and opportunities. It became clear that existing COAs required modifications for use in a virtual environment limiting the interpretation of the information gathered. Still, the opportunity for real-world evaluation and reduced patient burden were clear benefits to remote assessment and may provide a more robust understanding and characterization of disease impact in NMD. Hence, we propose a roadmap navigating an informed post-pandemic path toward development and implementation of safe and successful use of remote assessments for patients with NMD.

In this paper we present a web-based data collection method designed to elicit narrative discourse from adults with and without language impairments, both in an in-person set up and remotely. We describe the design, methodological considerations and technical requirements regarding the application development, the elicitation tasks, materials and guidelines, as well as the implementation of the assessment procedure. To investigate the efficacy of remote elicitation of narrative discourse with the use of the technology-enhanced method presented here, a pilot study was conducted, aiming to compare narratives elicited remotely to narratives collected in an in-person elicitation mode from ten unimpaired adults, using a within-participants research design. In the remote elicitation setting, each participant performed the tasks of a narrative elicitation protocol via the web application in their own environment, with the assistance of an investigator in the context of a virtual meeting (video conferencing). In the in-person elicitation setting, the participant was in the same environment with the investigator, who administered the tasks using the web application. Data were manually transcribed, and transcripts were processed with Natural Language Processing (NLP) tools. Linguistic features representing key measures of spoken narrative discourse were automatically calculated: linguistic productivity, content richness, fluency, syntactic complexity at clausal and inter-clausal level, lexical diversity, and verbal output. The results show that spoken narratives produced by the same individuals in the two different experimental settings do not present significant differences regarding the linguistic variables analyzed, in sixty six out of seventy statistical tests. These results indicate that the presented web-based application is a feasible method for the remote collection of spoken narrative discourse from adults without language impairments in the context of online assessment.

Background: Depression is a common condition among cancer patients, across several points in the disease trajectory. Although presenting higher prevalence rates than the general population, it is often not reported or remains unnoticed. Moreover, somatic symptoms of depression are common in the oncological context and should not be dismissed as a general symptom of cancer. It becomes even more challenging to track psychological distress in the period after the treatment, where connection with the healthcare system typically becomes sporadic. The main goal of the FAITH project is to remotely identify and predict depressive symptoms in cancer survivors, based on a federated machine learning (ML) approach, towards optimization of privacy. Methods: FAITH will remotely analyse depression markers, predicting their negative trends. These markers will be treated in distinct categories, namely nutrition, sleep, activity and voice, assessed in part through wearable technologies. The study will include 300 patients who have had a previous diagnosis of breast or lung cancer and will be recruited 1 to 5 years after the end of primary cancer. The study will be organized as a 12-month longitudinal prospective observational cohort study, with monthly assessments to evaluate depression symptoms and quality of life among cancer survivors. The primary endpoint is the severity of depressive symptoms as measured by the Hamilton Depression Rating Scale (Ham-D) at months 3, 6, 9 and 12. Secondary outcomes include self-reported anxiety and depression symptoms (HADS scale), and perceived quality of life (EORTC questionnaires), at baseline and monthly. Based on the predictive models gathered during the study, FAITH will also aim at further developing a conceptual federated learning framework, enabling to build machine learning models for the prediction and monitoring of depression without direct access to user's personal data. Discussion: Improvements in the objectivity of psychiatric assessment are necessary. Wearable technologies can provide potential indicators of depression and anxiety and be used for biofeedback. If the FAITH application is effective, it will provide healthcare systems with a novel and innovative method to screen depressive symptoms in oncological settings. Trial registration: Trial ID: ISRCTN10423782. Date registered: 21/03/2022. [ABSTRACT FROM AUTHOR]

Objectives Few publications have documented the utility of in-home telephone-based cognitive screeners during COVID-19. This manuscript describes the adaptation of select face-to-face (FTF) neuropsychological tests to telephonic administration in a longitudinal cohort of people with HIV (PWH). Using the cohort's pre-pandemic neuropsychological data, we explore the utility of telephonic administration in this population. Methods Of a longitudinal cohort of 170 adult PWH, 59 completed telephonic medical and cognitive screenings with comparable pre-pandemic FTF data. Telephone screeners and FTF evaluations were compared using repeated measures ANCOVAs to examine whether test performance differed between administration types and levels of pre-pandemic cognitive performance. Individuals with pre-pandemic test scores more than a standard deviation below the demographically-corrected mean were categorized as "below average" cognitive performance (n  = 23), and the remainder as "average" (n  = 36). Results Over 90% of participants gave positive feedback about the telephone encounter. The average cognitive performance group scored higher than the below average group on all measures across both administration types. Telephone and FTF test scores did not differ significantly for measures of category fluency, letter fluency, and verbal learning. However, the below average group scored higher on a verbal memory measure administered via telephone compared with FTF. Conclusions Support for telephonic adaptation of select FTF measures in longitudinal research is mixed, with verbal fluency tasks showing the strongest equivalency. When employed carefully with a clear understanding of their limitations, telephone adaptations can provide an opportunity to continue study objectives, promote equity, and monitor participant well-being during times of duress. [ABSTRACT FROM AUTHOR]

Background: Academic dishonesty (AD) and trustworthy assessment (TA) are fundamental issues in the context of an online assessment. However, little systematic work currently exists on how researchers have explored AD and TA issues in online assessment practice. Objectives: Hence, this research aimed at investigating the latest findings regarding AD forms, factors affecting AD and TA, and solutions to reduce AD and increase TA to maintain the quality of online assessment. Methods: We reviewed 52 articles in Scopus and Web of Science databases from January 2017 to April 2021 using the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses model as a guideline to perform a systematic literature review that included three stages, namely planning, conducting, and reporting. Results and conclusions: Our review found that there were different forms of AD among students in online learning namely plagiarism, cheating, collusion, and using jockeys. Individual factors such as being lazy to learn, lack of ability, and poor awareness as well as situational factors including the influence of friends, the pressure of the courses, and ease of access to information were strongly associated with AD. A technology‐based approach such as using plagiarism‐checking software, multi‐artificial intelligence (AI) in a learning management system, computer adaptive tests, and online proctoring as well as pedagogical‐based approaches, such as implementing a research ethics course programme, and a re‐design assessment form such as oral‐based and dynamic assessment to reduce cheating behaviour and also sociocultural and sociotechnical adjustment related to the online assessment are reported to reduce AD and increase TA. Implications: Educators should adjust the design of online learning and assessment methods as soon as possible. The identified gaps point towards unexplored study on AI, machine learning, learning analytics tools, and related issues of AD and TA in K12 education could motivated future work in the field. Lay Description: What is already known about this topic: Online assessment has become a global trend in the last 10 years, especially since PISA (2015) and TIMSS (2019) were adopted, then, the increasing adoption of MOOCs and online learning due to the COVID‐19 pandemic.Academic dishonesty (AD) and trustworthy assessment (TA) are hot issues in online assessment practices that are interesting to study.Research findings on the associated factors of AD and efforts to increase TA in online assessments are still inconclusive.Contemporary research on AD and TA in online assessment lacks of comprehensive systematic review. What this paper adds: This paper systematically reviewed 5 years of empirical research (2017–2021) on AD and TA in online assessment in both K‐12 and higher education.This paper revealed the most recent trends developing in the literature regarding the factors contributing to the appearance of AD in online assessment.This paper revealed a recent report on efforts to improve TA in online assessment.This paper recommended several new pedagogical and technological approaches to reduce AD and increase TA in online assessment. Implications for practice: Education managers, professional associations, teachers, and lecturers need to reeducate the academic community about the risks of AD in online assessments.Teachers need to redesign the form of online assessment to achieve HOTs and reduce multiple‐choice questions. On the other hand, oral‐based, project‐based assessments, and student work portfolios are encouraged to be adopted.Online assessment using an adaptive and intelligent online assessment approach, randomization of delivery question systems, smart proctoring, AI for online assessment, and learning analytic technology is recommended to be studied massively.Research on AD and TA at the K‐12 and higher education levels needs to be intensified considering online learning programs in the era of the COVID‐19 pandemic. [ABSTRACT FROM AUTHOR]