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Applying persuasive design techniques to influence data-entry behaviors in primary care: Repeated measures evaluation using statistical process control

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JMIR Human Factors 2018年第4期5卷 e28页

作者： St-Maurice, Justin Burns, Catherine Wolting, Justin Systems Design Engineering University of Waterloo 200 University Avenue West Waterloo N2L 3G1 ON Canada Applied Health Information Science Program School of Health and Life Sciences and Community Services Conestoga College Institute of Technology and Advanced Learning Kitchener ON Canada Guelph Family Health Team Guelph ON Canada

Background: Persuasive design is an approach that seeks to change the behaviors of users. In primary care, clinician behaviors and attitudes are important precursors to structured data entry, and there is an impact on overall data quality. We hypothesized that persuasive design changes data-entry behaviors in clinicians and thus improves data quality. Objective: The objective of this study was to use persuasive design principles to change clinician data-entry behaviors in a primary care environment and to increase data quality of data held in a family health team’s reporting system. Methods: We used the persuasive systems design framework to describe the persuasion context. Afterward, we designed and implemented new features into a summary screen that leveraged several persuasive design principles. We tested the influence of the new features by measuring its impact on 3 data quality measures (same-day entry, record completeness, and data validity). We also measured the impacts of the new features with a paired pre-post t test and generated XmR charts to contextualize the results. Survey responses were also collected from users. Results: A total of 53 users used the updated system that incorporated the new features over the course of 8 weeks. Based on a pre-post analysis, the new summary screen successfully encouraged users to enter more of their data on the same day as their encounter. On average, the percentage of same-day entries rose by 10.3% for each user (P<.001). During the first month of the postimplementation period, users compensated by sacrificing aspects of data completeness before returning to normal in the second month. Improvements to record validity were marginal over the study period (P=.05). Statistical process control techniques allowed us to study the XmR charts to contextualize our results and understand trends throughout the study period. Conclusions: By conducting a detailed systems analysis and introducing new persuasive design elements into a

关键词： Data accuracy Data collection Data entry Health care Persuasive design Persuasive systems design framework User interface

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Elevating participation and outcomes with computer-based assessments: An immersive development workshop for engineering faculty

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Computers in Education Journal 2017年第3期8卷

作者： DeMara, Ronald F. Chen, Baiyun Hartshorne, Richard Thripp, Richard University of Central Florida United States Center for Distributed Learning UCF United States Instructional Design and Technology program College of Education and Human Performance UCF United States University of Central Florida United States

Using computer-based assessments for engineering and other STEM courses is challenging because it requires authentic assessment items that support partial credit, solution composability/traceability, and creative design aspects. Fortunately, learning management systems (LMSs), such as Canvas or Moodle, can be adapted through creative means to deliver more complex assessment options, including incremental solution, multiple answer, design-by-selection, and dynamic cloning. Unfortunately, due to the complexity of STEM assessments and development interfaces, it can be overwhelming for faculty to digitize assessments without sufficient exemplars, deep coaching, and peer assistance. This paper summarizes an immersive faculty development approach designed to address such concerns. The six-week Assessment Digitization Innovation summer workshop covered techniques and principles of digital assessment and associated pedagogical approaches, and was completed by ten instructors in 2016 and seven in 2017. Combined with a stipend, a course release, and the resources of the university's Evaluation and Proficiency Center (EPC), a proctored testing environment allowing students to schedule their quizzes and exams during a testing window specified by the instructor, participants and their teaching assistants were set up to succeed. In post-surveys, they were "very satisfied" with the workshop and agreed that assessment digitization would save time, refocus faculty workloads from low-impact grading to high-impact structured tutoring, improve remediation, and enable them to effectively serve increasing enrollments. Whereas student laptops with lockdown browsers, unused hours of existing computing labs, and dedicated testing centers allow delivery of computer-based assessments using the techniques herein, the methods described can further help to promulgate reduced grading workloads via digitized formative and summative assessments. © 2018 American Society for Engineering Education. Al

关键词： Grading

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Supporting student attainment and management of competencies in a trans-disciplinary degree program 123

Supporting student attainment and management of competencies...

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123rd ASEE Annual Conference and Exposition

作者： Van Epps, Amy S. Ashby, Iryna Gray, Colin M. Exter, Marisa Purdue University Department of Library Science and Engineering Librarian West Lafayette United States Purdue University Learning Design and Technology Program West Lafayette United States Purdue University Department of Computer Graphics Technology West Lafayette United States Department of Learning Design and Technology College of Education Purdue University West Lafayette United States

In Fall 2014, a large Midwestern land-grant research university piloted a competency-based model as the foundation for an undergraduate transdisciplinary program focusing on connecting engineering and technology with humanities and social sciences. Students enrolled in this program progress through a set of competencies that require them to master cross-disciplinary and cross-functional skills needed to be successful in a 21stcentury workplace. Now in its second year, the competency-based program has undergone significant changes that include a more substantial definition of competencies at each of the three levels of competence (developing, emerging, and proficient), scaffolding needed to support students on their path towards gaining competencies, and significant mentoring by faculty, TAs, and professional advisers to support competency attainment. In this paper, we will share challenges and discoveries made by the faculty throughout the first two years of the novel Competency-Based Education (CBE) experience, including a reflection on how such experiences impacted modifications of the CBE model from Year 1 to Year 2, the ways in which the program supported individual attainment and management of competencies by students, and the value of the mentorship program in supporting student-driven learning paths. We will also share insights into students' perceptions of the benefits, challenges, and frustrations of being part of this pilot program based on interview and survey data provided by the 33 members of the initial cohort. This overview of the ways this program supported students in attaining competencies through coursework, individual mentoring, and scaffolding may be instructive as institutions seek to bring CBE to scale and increase holistic student learning for the 21stcentury. © American Society for Engineering Education, 2016.

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Getting Undergraduates Ready for China’s Belt and Road Initiative (BRI) Through an Overseas Experiential learning Project

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China and the World 2021年第3期4卷

作者： Andrew Min Han Chin Thomas Menkhoff Hans-Dieter Evers Hoong Hui Daniel Gn Kevin Koh Chester Wey Lee Patrick H. M. Loh Linda Low Sebastian Tan Teng Seng Teo Natalie Yap Lee Kong Chian School of Business Singapore Management University (SMU) 81 Victoria Street Singapore 188065 Singapore Andrew Chin Min Han graduated from Tsinghua University in Beijing China with a Tsinghua–MIT Sloan International Master of Business Administration degree under the Singapore Government’s Asian Business Fellowship (ABF) scholarship program. He is the Program Director of Singapore Management University (SMU) Executive Certificate in China Business and of the SMU Internationalisation Series. He teaches as an Adjunct Faculty of Strategy and Organisation at the SMU Lee Kong Chian School of Business since January 2017. He teaches effectively in English and Chinese. With over 23 years of experience in education and publishing industry in Asia Andrew Chin’s multi-sector career has enabled him to experience the full spectrum of the education industry in his roles as the Singapore EDB Officer handling the World-Class University portfolio and the Specialist Information and Publishing Industry portfolio Chief Representative and Country Manager (China) at Thomson Learning (Fortune 500 company) and Co-founder and CEO for an early childhood education business. Andrew was a Business Development Director (Universities) at Sodexo Group (Fortune 500 company) for the Asia-Pacific region. After working 10 years in Beijing China Andrew returned to Singapore in 2012 to work closely with the top leadership at Singapore Management University on the SMU China & East Asia Initiatives. Thomas Menkhoff is the Professor of Organisational Behaviour & Human Resources (Education) at the Lee Kong Chian School of Business Singapore Management University (SMU). Two of his recent publications include: (i) Menkhoff Thomas Ning Kan Siew Evers Hans-Dieter and Chay Yue Wah eds. Living in Smart Cities: Innovation and Sustainability (New Jersey: World Scientific Publishing 2018) and (ii) Chay Yue Wah Menkhoff Thomas and Low Linda eds. China’s Belt and Road Initiative — Understanding the Dynamics of a Global Transfor

In this paper, we explain how an experiential learning course and study tour to Gansu Province (People’s Republic of China) enabled undergraduates at the Singapore Management University (SMU) to acquire 21st-century competencies and higher-order thinking skills by analyzing and evaluating specific aspects of China’s Belt and Road Initiative (BRI) and China–Singapore (Chongqing) Connectivity Initiative — New International Land–Sea Trade Corridor (CCI-ILSTC) with emphasis on developing viable Go-To-Market (GTM) strategies aimed at selling Gansu produce in four Southeast Asian markets. We share how the course was designed to support the attainment of key learning goals and discuss how we turned pedagogical aspirations into concrete learning outcomes. We introduce key aspects of the so-called “SMU-XO” project that the students conducted in partnership with an industry partner, Pacific International Lines (PIL), and discuss how the project work helped learners to gain global competency by (i) examining critical issues related to BRI such as multi-modal infrastructure connectivity, (ii) appreciating the local perspectives of project stakeholders in Lanzhou and Shanghai and (iii) successfully interacting with people from different cultures, namely China, Indonesia, Vietnam, Malaysia and Thailand.

关键词： Experiential learning Singapore China Belt and Road Initiative (BRI)

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"What's in it for me?" A look into first-year students' perceptions of a digital badge system 122

"What's in it for me?" A look into first-year students' perc...

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2015 122nd ASEE Annual Conference and Exposition

作者： Ashby, Iryna Exter, Marisa Purdue University Learning Design and Technology Program United States Purdue University College of Education United States

In Fall 2014, the Purdue Polytechnic Incubator - a new undergraduate program with the focus on competency-based interdisciplinary skills - welcomed its initial cohort of first-year students. During the first semester, students were involved in a number of holistic educational experiences intended to develop interdisciplinary competencies, the mastery of which was evaluated by awarding digital badges. The individualized approach and benefits of a wider exploration of skills created interest and support among the freshmen enrolled in the new program. However, the novelty and the deviation from the traditional path of specific, graded assignments and tests also created a fair degree of anxiety. This paper will explore the benefits and hurdles of using the digital badge system to evaluate and credential learned skills within this innovative program from a first-year student's point of view and within the context of the program development and foundational principles. Data were gathered through both student interviews and surveys collected at the mid- and end-of-semester points to allow for both qualitative and quantitative representation of their opinions. Implications and transferability of our findings and lessons learned to other courses or programs in the field will be discussed. © American Society for Engineering Education, 2015.

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Using augmented reality to support observations about trees during summer camp 15

Using augmented reality to support observations about trees ...

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14th International Conference on Interaction design and Children, IDC 2015

作者： Zimmerman, Heather Toomey Land, Susan M. Mohney, Michael R. Choi, Gi Woong Maggiore, Chrystal Kim, Soo Hyeon Jung, Yong Ju Dudek, Jaclyn 315 Keller Building Learning Design and Technology Program Penn State University University ParkPA United States

ISBN: (纸本)9781450335904

This research examines how augmented reality (AR) learning experiences supported children's engagement in science. We conducted a video-based study of seven sessions over two weeks at a summer camp program. We investigated how scientific talk related to observational practices could be supported by a mobile app incorporating AR. Researchers coded videos of youth (n=35) during an outdoor program on the tree life cycle to understand science talk related to observations of trees. Findings suggested that the use of AR to support tree identification led to learnerinitiated talk and observations as demonstrated by high levels of perceptual (describing) talk. Learners relied on the AR technology and peers in order to engage in this observational work. Copyright is held by the owner/author(s).

关键词： learning technologies augmented reality mobile learning children outdoor education summer camp science learning

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Redesigning computer engineering gateway courses using a novel remediation hierarchy 123

Redesigning computer engineering gateway courses using a nov...

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123rd ASEE Annual Conference and Exposition

作者： De Mara, Ronald F. Khoshavi, Navid Pyle, Steven Edison, John Hartshorne, Richard Chen, Baiyun Georgiopoulos, Michael Department of Electrical and Computer Engineering University of Central Florida OrlandoFL32816-2362 United States Instructional Design and Technology Program University of Central Florida OrlandoFL32816-2362 United States Center for Distributed Learning University of Central Florida OrlandoFL32816-2362 United States College of Engineering and Computer Science University of Central Florida OrlandoFL32816-2362 United States

Focusing on the quality of education, skills, and employability of our graduates in computing-related fields, this work proposes a cost-effective approach to achieve these goals. The Evaluation and Proficiency Infrastructure, Curricula, and Services (EPICS) extends successful methods in other units on campus in an innovative way as synergistic combination of faculty, Graduate Teaching Assistants (GTAs), and educational technology using the Canvas Webcourses learning Management System (LMS) already in use at our college. We integrate computer-based evaluation with a close-knit review and learning cycle based on directed and open tutoring to collectively form the Evaluation and Proficiency Center (EPC). Initial results have been encouraging, as students' test scores and survey results indicate a 43% reduction in D or F grades compared to a section of the same course with the same instructor, using conventional delivery, and overwhelmingly positive responses from students regarding the effectiveness of pedagogical strategies (i.e., Exemplar Vignettes, content tutoring), assessment models (i.e., electronically delivered quizzes, flexible scheduling, use of testing center), and tutoring strategies (i.e., self-paced, exam results review). In this manuscript, the EPICS process, as well as results collected from student performance and perceptions of the initial implementation, will be addressed. © American Society for Engineering Education, 2016.

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Body appreciation around the world: Measurement invariance of the Body Appreciation Scale-2 (BAS-2) across 65 nations, 40 languages, gender identities, and age

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Body image 2023年 46卷 449-466页

作者： Viren Swami Ulrich S Tran Stefan Stieger Toivo Aavik Hamed Abdollahpour Ranjbar Sulaiman Olanrewaju Adebayo Reza Afhami Oli Ahmed Annie Aimé Marwan Akel Hussam Al Halbusi George Alexias Khawla F Ali Nursel Alp-Dal Anas B Alsalhani Sara Álvares-Solas Ana Carolina Soares Amaral Sonny Andrianto Trefor Aspden Marios Argyrides John Jamir Benzon R Aruta Stephen Atkin Olusola Ayandele Migle Baceviciene Radvan Bahbouh Andrea Ballesio David Barron Ashleigh Bellard Sóley Sesselja Bender Kerime Derya Beydağ Gorana Birovljević Marie-Ève Blackburn Teresita Borja-Alvarez Joanna Borowiec Miroslava Bozogáňová Solfrid Bratland-Sanda Matthew H E M Browning Anna Brytek-Matera Marina Burakova Yeliz Çakır-Koçak Pablo Camacho Vittorio Emanuele Camilleri Valentina Cazzato Silvia Cerea Apitchaya Chaiwutikornwanich Trawin Chaleeraktrakoon Tim Chambers Qing-Wei Chen Xin Chen Chin-Lung Chien Phatthanakit Chobthamkit Bovornpot Choompunuch Emilio J Compte Jennifer Corrigan Getrude Cosmas Richard G Cowden Kamila Czepczor-Bernat Marcin Czub Wanderson Roberto da Silva Mahboubeh Dadfar Simon E Dalley Lionel Dany Jesus Alfonso D Datu Pedro Henrique Berbert de Carvalho Gabriel Lins de Holanda Coelho Avila Odia S De Jesus Sonia Harzallah Debbabi Sandesh Dhakal Francesca Di Bernardo Donka D Dimitrova Jacinthe Dion Barnaby Dixson Stacey M Donofrio Marius Drysch Hongfei Du Angel M Dzhambov Claire El-Jor Violeta Enea Mehmet Eskin Farinaz Farbod Lorleen Farrugia Leonie Fian Maryanne L Fisher Michał Folwarczny David A Frederick Matthew Fuller-Tyszkiewicz Adrian Furnham Antonio Alías García Shulamit Geller Marta Ghisi Alireza Ghorbani Maria Angeles Gomez Martinez Sarah Gradidge Sylvie Graf Caterina Grano Gyöngyvér Gyene Souheil Hallit Motasem Hamdan Jonathan E Handelzalts Paul H P Hanel Steven R Hawks Issa Hekmati Mai Helmy Tetiana Hill Farah Hina Geraldine Holenweger Martina Hřebíčková Olasupo Augustine Ijabadeniyi Asma Imam Başak İnce Natalia Irrazabal Rasa Jankauskiene Ding-Yu Jiang Micaela Jiménez-Borja Verónica Jiménez-Borja Evan M Johnson Veljko Jov School of Psychology and Sport Science Anglia Ruskin University Cambridge United Kingdom Centre for Psychological Medicine Perdana University Kuala Lumpur Malaysia. Electronic address: viren.swami@aru.ac.uk. Department of Cognition Emotion and Methods in Psychology Faculty of Psychology University of Vienna Vienna Austria. Department of Psychology and Psychodynamics Karl Landsteiner University of Health Sciences Krems an der Donau Austria. Institute of Psychology University of Tartu Tartu Estonia. Department of Psychology Koç University Istanbul Turkiye. Department of Psychology and Behavioural Studies Ekiti State University Ado-Ekiti Nigeria. Department of Art Studies Tarbiat Modares University Tehran Iran. Department of Psychology University of Chittagong Chattogram Bangladesh. Department of Psychoeducation and Psychology Université du Québec en Outaouais Saint-Jérôme Canada. INSPECT-LB: National Institute of Public Health Clinical Epidemiology and Toxicology Beirut Lebanon School of Pharmacy Lebanese International University Beirut Lebanon. Department of Management Ahmed Bin Mohammad Military College Doha Qatar. Faculty of Psychology Panteion University of Social and Political Sciences Athens Greece. Royal College of Surgeons Ireland-Bahrain Adliya Bahrain. Department of Midwifery Faculty of Health Sciences Munzur University Tunceli Turkiya. Department of Oral Medicine and Diagnostic Sciences Vision College of Dentistry and Nursing Vision Colleges Riyadh Saudi Arabia. Facultad de Ciencias de la Vida Universidad Regional Amazónica Ikiam Muyuna Ecuador. Federal Institute of Education Science and Technology of Southeast Minas Gerais Barbacena Brazil. Department of Psychology Universitas Islam Indonesia Yogyakarta Indonesia. Department of Psychology Aberystwyth University Ceredigion United Kingdom. Department of Psychology Neapolis University Pafos Paphos Cyprus. Department of Psychology De La Salle University Phillippines. Department of Gen

The Body Appreciation Scale-2 (BAS-2) is a widely used measure of a core facet of the positive body image construct. However, extant research concerning measurement invariance of the BAS-2 across a large number of nations remains limited. Here, we utilised the Body Image in Nature (BINS) dataset - with data collected between 2020 and 2022 - to assess measurement invariance of the BAS-2 across 65 nations, 40 languages, gender identities, and age groups. Multi-group confirmatory factor analysis indicated that full scalar invariance was upheld across all nations, languages, gender identities, and age groups, suggesting that the unidimensional BAS-2 model has widespread applicability. There were large differences across nations and languages in latent body appreciation, while differences across gender identities and age groups were negligible-to-small. Additionally, greater body appreciation was significantly associated with higher life satisfaction, being single (versus being married or in a committed relationship), and greater rurality (versus urbanicity). Across a subset of nations where nation-level data were available, greater body appreciation was also significantly associated with greater cultural distance from the United States and greater relative income inequality. These findings suggest that the BAS-2 likely captures a near-universal conceptualisation of the body appreciation construct, which should facilitate further cross-cultural research.

关键词： Body appreciation Body appreciation Scale-2 (BAS-2) Cross-cultural Measurement invariance Multi-group confirmatory factor analysis (MG-CFA) Psychometrics Structural analysis

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The impact of affective tutoring system and information literacy on elementary school students' cognitive load and learning outcomes 22

The impact of affective tutoring system and information lite...

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22nd International Conference on Computers in Education, ICCE 2014

作者： Chao, Ching-Ju Tsai, Shang-Chin Lee, Chia-Hsun Wang, Tao-Hua Lin, Hao-Chiang Koong Dept. of Information and Learning Technology National University of Tainan Taiwan Dept. of Applied Foreign Languages Tung Fang Design Institute Taiwan Dept. of Motion Picture Tung Fang Design Institute Taiwan Degree Program of Fashion and Performance Kun Shan University Taiwan

ISBN: (纸本)9784990801427

In this study, an affective tutoring system (ATS) is developed by integrating dengue fever prevention courses with an intelligent tutoring system (ITS) under a semantic identification module for a teaching experiment. A one-group pretest-posttest research design is adopted for this teaching experiment, which involves 66 research participants and lasts for two weeks. Further, students are divided into a high score group and a low score group based on students' information literacy and cognitive load, and nine students are selected to participate in a focus group interview. Our research team uses a "primary school information literacy questionnaire" and a "primary school student's cognitive load scale", qualitative research methods, and auxiliary quantitative research methods to cross-verify the effect of the dengue fever prevention affective tutoring system on the cognitive load and learning outcomes of primary school students with different level of information literacy. According to results of this study, both qualitative and quantitative analysis endorse the hypothesis that the dengue fever prevention affective tutoring system enhances students' learning outcomes. Students with varied information literacy show significantly different cognitive load, yet there is no significant difference in students' overall cognitive load, content of cognitive load, and learning outcomes. Quantitative analysis shows partially significantly negative correlation between students' information literacy and cognitive load, yet the correlation between students' information literacy, cognitive load, and learning outcomes is not endorsed by quantitative analysis.

关键词： Students

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Proceedings from the 9th annual conference on the science of dissemination and implementation: Washington, DC, USA. 14-15 December 2016

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Implement Sci 2017年第SUPPL 1期12卷 48-48页

作者： David Chambers Lisa Simpson Gila Neta Ulrica von Thiele Schwarz Antoinette Percy-Laurry Gregory A. Aarons Ross Brownson Amanda Vogel Shannon Wiltsey Stirman Kenneth Sherr Rachel Sturke Wynne E. Norton Allyson Varley Cynthia Vinson Lisa Klesges Suzanne Heurtin-Roberts M. Rashad Massoud Leighann Kimble Arne Beck Claire Neely Jennifer Boggs Carmel Nichols Wen Wan Erin Staab Neda Laiteerapong Nathalie Moise Ravi Shah Susan Essock Margaret Handley Amy Jones Jay Carruthers Karina Davidson Lauren Peccoralo Lloyd Sederer Todd Molfenter Ashley Scudder Sarah Taber-Thomas Kristen Schaffner Amy Herschell Eva Woodward Jeffery Pitcock Mona Ritchie JoAnn Kirchner Julia E. Moore Sobia Khan Shusmita Rashid Jamie Park Melissa Courvoisier Sharon Straus Daniel Blonigen Allison Rodriguez Luisa Manfredi Andrea Nevedal Joel Rosenthal David Smelson Christine Timko Nicole Stadnick Jennifer Regan Miya Barnett Anna Lau Lauren Brookman-Frazee Erick Guerrero Karissa Fenwick Yinfei Kong Gregory Aarons Rebecca Lengnick-Hall Benjamin Henwood Nina Sayer Craig Rosen Robert Orazem Brandy Smith Lindsey Zimmerman David Lounsbury Rachel Kimerling Jodie A. Trafton Steven Lindley Rahul Bhargava Hal Roberts Laura Gibson Gabriel J. Escobar Vincent Liu Benjamin Turk Arona Ragins Patricia Kipnis Ashley Ketterer Gruszkowski Michael W. Kennedy Emily Rentschler Drobek Lior Turgeman Aleksandra Sasha Milicevic Terrence L. Hubert Larissa Myaskovsky Youxu C. Tjader Robert J. Monte Kathryn G. Sapnas Edmond Ramly Diane R Lauver Christie M Bartels Shereef Elnahal Andrea Ippolito Hillary Peabody Carolyn Clancy Randall Cebul Thomas Love Douglas Einstadter Shari Bolen Brook Watts Vera Yakovchenko Angela Park William Lukesh Donald R. Miller David Thornton Mari-Lynn Drainoni Allen L. Gifford Shawna Smith Julia Kyle Mark S Bauer Daniel Eisenberg Celeste Liebrecht Michelle Barbaresso Amy Kilbourne Elyse Park Giselle Perez Jamie Ostroff Sarah Greene Michael Parchman Brian Austin Eric Larson Stefanie Ferreri Chris Shea Megan Smith Kea Turner Jennifer Bacci Kyle Bigham Geoffr Division of Cancer Control and Population Sciences National Cancer Institute Rockville MD 20850 USA AcademyHealth Washington DC 20009 USA Department of Learning Informatics Management and Ethics Karolinska Institutet Stockholm 17177 Sweden Department of Psychiatry University of California San Diego San Diego CA 92093 USA George Warren Brown School of Social Work Washington University in St. Louis St. Louis MO 63130 USA Center for Global Health National Cancer Institute Rockville MD 20850 USA Dissemination and Training Division VA National Center for PTSD Palo Alto CA 94305 USA Department of Global Health University of Washington Seattle WA 98105 USA Center for Global Health Studies Fogarty International Center National Institutes of Health Bethesda MD 20912 USA School of Public Health University of Alabama at Birmingham Birmingham AL 35243 USA School of Public Health University of Memphis Memphis TN 38152 USA USAID Applying Science to Strengthen and Improve Systems (ASSIST) Project Bethesda Maryland 20814 USA Institute for Health Research Kaiser Permanente Denver CO 80231 USA ICSI Institute for Clinical Systems Improvement Bloomington MN 55425 USA Medicine University of Chicago Chicago IL 60637 USA Medicine Columbia University Medical Center New York NY 10032 USA Psychiatry Columbia University New York NY 10032 USA General Internal Medicine Epidemiology and Biostatistics University of California San Francisco San Francisco CA 94110 USA New York State Office of Mental Health New York NY 10001 USA Medicine Icahn School of Medicine at Mount Sinai New York NY 10029 USA Center for Health Enhancement System Studies University of Wisconsin Madison WI 53706 USA Department of Psychiatry University of Pittsburgh Pittsburgh PA 15213 USA Psychology University at Buffalo Buffalo NY 14260 USA Department of Psychology West Virginia University Morgantown WV 26506 USA MIRECC VA North Little Rock AR 72114 USA QUERI for Team-Based Behavioral Health Centr

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