Quality assessment of health behaviour change apps using a tool developed from NICE guidance 2 AbstractObjective: To quality assess a sample of health behavior change apps from the NHS Apps Library using a rating tool based on the 2014 National Institute for Health and Care Excellence behavior change guidance (NICE BCG).Methods: A qualitative analysis of the NICE BCG identified themes and questions for a quality assessment of health behavior change apps. These were refined by further discussion and piloting, and applied by two independent raters to a sample of NHS Library apps (N=49). Disagreements were resolved following discussions with a third rater.Results: Themes identified were; purpose, planning, usability, tailoring, behavior change technique BCT), maintenance, evaluation, data security and documentation. Overall, purpose of the apps was clear, but evidence for collaboration with users or professionals was lacking. Usability information was poor and tailoring disappointing. Most used recognized BCTs but paid less attention to behavior maintenance than initiation. Information on app evaluation and documentation was sparse.Conclusions: This study furthers the work of the NHS apps library, adapting the NICE (2014) behavior change guidance for quality assessment of behavior change apps.Practice Implications: This study helps lay the foundations for development of a quality assurance tool for mobile health apps aimed at health behavior change.Quality assessment of health behaviour change apps using a tool developed from NICE guidance 3 Quality assessment of a sample of mobile app-based health behavior change interventions using a tool developed using the National Institute of Health and Care Excellence behavior change guidance.

medical student, Brian McMillan academic clinical fellow in primary care, Caroline Mitchell senior clinical lecturer

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When placed in District General Hospitals, medical students have reported limited exposure to major trauma, which is a key part of their Acute and Critical Care curriculum. Several studies have been conducted showing that simulation-based trauma education for undergraduate students can effectively prepare medical students for trauma resuscitation [1]. Targeting 4 A one-day session was designed, including a pre-course video, practical demonstrations, and an introductory presentation covering primary surveys and management of common trauma presentations. 5 scenarios covered situations across the trauma spectrum, such as tension pneumothorax, severe intracranial bleed and loss of airway, major haemorrhage, and spinal injury. Students were expected to independently assess patients and perform practical procedures if required. Self-reported confidence in trauma management was measured with a pre- and post-course questionnaire. Responses were recorded on a 7-point Likert scale with open fields for direct feedback. In the pre-course questionnaire, students reported low levels of confidence in their assessment and management of trauma. In the post-course questionnaire, students reported feeling substantially more confident in assessing, investigating, and managing common diagnoses in trauma patients. Many reported feeling they had insufficient teaching about traumatic presentations during medical school and little prior exposure to simulation-based teaching. After the session, students reported feeling better prepared to work within a trauma team. All students who attended the day found simulation-based teaching to be a useful part of their learning experience. Targeted trauma teaching introduced as a direct response to students’ expressed needs improved knowledge of, and confidence in, managing common and serious trauma presentations. Simulation sessions such as these can help fill gaps in experience that may be associated with placements in non-specialist centres. 1. Borggreve AS, Meijer JM, Schreuder HW, Ten Cate O. Simulation-based trauma education for medical students: a review of literature. Medical teacher. 2017;39(6):631–638.