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Cardiovascular disease (CVD) is a leading cause of mortality and morbidity worldwide. 1 Although genetic and metabolic risk factors play a key role in CVD progression, there are modifiable behavioural risk factors that require patient compliance and motivation to improve CVD outcomes. 1 Digital health intervention (DHI; ie, the use of information technology, electronic health records and communication to help achieve health goals) is an emerging tool in medicine used to manage patients with medical conditions including CVD, conduct research, and monitor public health (Fig. 1). 1,2 Modalities, including Smartwatch monitoring systems, mobile applications, and text messaging or telehealth programs, have been used to improve patient adherence to medical therapies, other secondary prevention strategies, and follow-up, as well as to facilitate community connectedness. 1,3,4 Each of these pillars of patient-centred care contributes to improved CVD health outcomes. 1 However, DHIs might also accentuate issues relating to equal access to health care services and disparities in socioeconomic status. In this article, we focus on the utility of DHIs in CVD care and research and outline their effect on CVD health outcomes (Fig. 2). Application of Digital Health Technology in Cardiovascular CareAlong with improving adherence to targeted medical therapies, lifestyle interventions such as smoking cessation, exercise

Equity, diversity, and inclusion are crucial to 21st-century higher education and are increasingly discussed, critiqued, and improved with multiple approaches to recognize intersectionalities and enact positive change in work, research, teaching, and learning (Byrd, Brunn-Bevel, & Ovink 2019).Undergraduate learners come to the classroom as a diverse mosaic with different cultures, talents, disciplinary backgrounds, orientations, lifestages, and classroom expectations. Instructors can deliberately design for equity, diversity, and inclusion, including for large first-year classes.Equity, diversity, and inclusion in teaching and learning are frequently discussed on the level of principle and theory, and it is important to translate work for all educators for implementation and practice, including teaching strategies useful to helping across disciplines (Hartwell et al., 2017). | Universal design for learning (UDL) can be implemented in classrooms to foster equity, diversity, and inclusionUniversal design for learning (UDL) is an educational framework that can help design classrooms that are inclusive of all students,

IntroductionThe leading cause of death for women is cardiovascular disease (CVD), including ischaemic heart disease, stroke and heart failure. Previous literature suggests peer support interventions improve self-reported recovery, hope and empowerment in other patient populations, but the evidence for peer support interventions in women with CVD is unknown. The aim of this study is to describe peer support interventions for women with CVD using an evidence map. Specific objectives are to: (1) provide an overview of peer support interventions used in women with ischaemic heart disease, stroke and heart failure, (2) identify gaps in primary studies where new or better studies are needed and (3) describe knowledge gaps where complete systematic reviews are required.Methods and analysisWe are building on previous experience and expertise in knowledge synthesis using methods described by the Evidence for Policy and Practice Information (EPPI) and the Coordinating Centre at the Institute of Education. Seven databases will be searched from inception: CINAHL, Embase, MEDLINE, APA PsycINFO, the Cochrane Database of Systematic Reviews and the Cochrane Central Register of Controlled Trials, and Scopus. We will also conduct grey literature searches for registered clinical trials, dissertations and theses, and conference abstracts. Inclusion and exclusion criteria will be kept broad, and studies will be included if they discuss a peer support intervention and include women, independent of the research design. No date or language limits will be applied to the searches. Qualitative findings will be summarised narratively, and quantitative analyses will be performed using R.Ethics and disseminationThe University of Toronto’s Research Ethics Board granted approval on 28 April 2022 (Protocol #42608). Bubble plots (ie, weighted scatter plots), geographical heat/choropleth maps and infographics will be used to illustrate peer support intervention elements by category of CVD. Knowledge dissemination will include publication, presentation/public forums and social media.