Background More than a million health and well-being apps are available from the Apple and Google app stores. Some apps use built-in mobile phone sensors to generate health data. Clinicians and patients can find information regarding safe and effective mobile health (mHealth) apps in third party–curated mHealth app libraries. Objective These independent Web-based repositories guide app selection from trusted lists, but do they offer apps using ubiquitous, low-cost smartphone sensors to improve health? This study aimed to identify the types of built-in mobile phone sensors used in apps listed on curated health app libraries, the range of health conditions these apps address, and the cross-platform availability of the apps. Methods This systematic survey reviewed three such repositories (National Health Service Apps Library, AppScript, and MyHealthApps), assessing the availability of apps using built-in mobile phone sensors for the diagnosis or treatment of health conditions. Results A total of 18 such apps were identified and included in this survey, representing 1.1% (8/699) to 3% (2/76) of all apps offered by the respective libraries examined. About one-third (7/18, 39%) of the identified apps offered cross-platform Apple and Android versions, with a further 50% (9/18) only dedicated to Apple and 11% (2/18), to Android. About one-fourth (4/18, 22%) of the identified apps offered dedicated diagnostic functions, with a majority featuring therapeutic (9/18, 50%) or combined functionality (5/18, 28%). Cameras, touch screens, and microphones were the most frequently used built-in sensors. Health concerns addressed by these apps included respiratory, dermatological, neurological, and anxiety conditions. Conclusions Diligent mHealth app library curation, medical device regulation constraints, and cross-platform differences in mobile phone sensor architectures may all contribute to the observed limited availability of mHealth apps using built-in phone sensors in curated mHealth app libraries. However, more efforts are needed to increase the number of such apps on curated lists, as they offer easily accessible low-cost options to assist people in managing clinical conditions.

Stark disparities in substance use between different social identities and their intersections emphasise the importance of intersectionality theories in public health research intervention design. Future research on health equity, particularly substance use, should target individuals with intersecting identities.

Food choice is complex and influenced by a range of social, environmental, structural, and individual factors. Poor diet is one of the major contributors to the burden of disease, in particular for men who habitually have lower intakes of fruits and vegetables and higher intakes of meat. Food choice has been linked to the expression of masculine identities. This research used a Bourdieusian framework to explore the influential drivers of young Australian men’s eating habits based on occupational groupings. Twenty men aged 19–30 years participated in in-depth semistructured interviews. Analysis used a grounded theory, social constructivist approach and identified five themes: performative masculinities and meat; meat cuts across social class; the influence of masculine autonomy on dietary choice; women protecting Australian men’s health; and the role of environmental and structural barriers. These results indicated that habitus remains a useful conceptual framework to explain the results, and cultural capital is reinforced as a phenomenon. Occupation and gender appear to no longer be primary drivers of food choice in this group of men. Rather there is a shift toward an understanding of multiple masculinities and the development of microcultures with interactions between structure and agency. Meat still features in the food world of Australian men, but there are shifts to deprioritize its importance. There needs to be a more nuanced understanding of the importance of autonomy and control as well as the role of women in relation to men’s dietary intakes and how this can be harnessed for positive dietary change.

Most pedagogical literature has generated "how to" approaches regarding the use of student response systems (SRS). There are currently no systematic reviews on the effectiveness of SRS, for its capacity to enhance critical thinking, and achieve sustained learning outcomes. This paper addresses this current gap in knowledge. Our teaching team introduced GoSoapBox (an interactive online SRS) in an undergraduate sociology and public health subject, as a mechanism for discussing controversial topics, such as sexuality, gender, economics, religion, and politics, to allow students to interact with each other and to generate discussions and debates during lectures. Bandura's Social Learning Theory (SLT) was applied to investigate the effectiveness of GoSoapBox for improving learning experiences. We produced a theoretical model via an iterative analytical process between SLT and our data. This model has implications for all academics considering the use of SRS to improve the learning experiences of their students. IntroductionThere is currently a wide range of research into the recent introduction of student response systems (SRS) in tertiary settings (Banks 2006;Beatty & Gerace 2009; Kay & Le Sange, 2009;Lantz, 2010;Sprague & Dahl, 2009). However, most of this pedagogical literature has generated how to approaches regarding the use of clickers, and similar response technologies. There are currently no systematic reviews on the effectiveness of GoSoapBox -a newer web-based, popular SRS. With rapid developments in teaching and learning technologies across all undergraduate disciplines, there is a need to obtain comprehensive, evidence-based advice on these types of technologies, their uses, and overall efficacy. This paper addresses this current gap in knowledge.Our teaching team from the Queensland University of Technology, introduced GoSoapBox in an undergraduate 350 student cohort, public health subject. First, this paper will cover the recent literature reviewing student response systems in tertiary settings. Second, we describe the methods used to implement the use of GoSoapBox in our lectures and tutorials, and which aspects of the technology we drew on for learning purposes, as well as the methods for obtaining feedback from the students about the effectiveness of this tool. Third, we will outline the theoretical framework used to generate this pedagogical research. In keeping with the social and collaborative features of Web 2.0 technologies, Bandura's Social Learning Theory (SLT) will be applied here to investigate the effectiveness of GoSoapBox as an online tool for improving learning experiences and the quality of academic output by students. Bandura has emphasised the Internet as a tool for self-controlled learning (Bandura, 2001), as it provides the education sector with an opportunity to reconceptualise the relationship between learning and thinking (Glassman & Kang, 2011). Next, we report findings and analysis that are produced as a result of an examination of all student and staff activity on GoSoapBox as...

<p>While the Internet has been described as fundamental to higher education students, social and leisure internet tools are also increasingly being used by these students to generate and maintain their social and professional networks and interactions. Rapid technological advancements have enabled greater and faster access to information for learning and education. As such, we sought to integrate interactive, online social media into the assessment profile of a Public Health undergraduate cohort at the Queensland University of Technology (QUT). The aim of this exercise was to engage students to both develop and showcase their research on a range of complex, contemporary health issues within the online forum of Wikispaces (http://www.wikispaces.com/) for review and critique by their peers. We applied Bandura's social learning theory (SLT) to analyse the interactive processes from which students developed deeper and more sustained learning, and via which their overall academic writing standards were raised. This paper outlines the assessment task and the students' feedback on their learning outcomes in relation to the attentional, retentional, motor reproduction, and motivational processes outlined by Bandura in SLT. We conceptualise the findings in a theoretical model, and discuss the implications for this approach within the broader tertiary environment. <strong> </strong></p><p> </p>