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OBJECTIVE To establish consensus on the core domains of agenda setting in consultations. METHODS We reviewed the healthcare literature and, using a modified Delphi technique to embrace both patient and clinician perspectives, conducted an iterative online survey, with 30 experts in health communication. Participants described agenda setting and rated the(More)
BACKGROUND A rigorous research response is required to inform clinical and public health decision-making during an epi/pandemic. However, the ethical conduct of such research, which often involves critically ill patients, may be complicated by the diminished capacity to consent and an imperative to initiate trial therapies within short time frames.(More)
BACKGROUND AND PURPOSE We studied the development and delivery of a 14-week complex physical activity intervention for people with Huntington disease, where detailed information about the intervention was fully embedded in the trial design process. METHODS Intervention Development: The intervention was developed through a series of focus groups. The(More)
Please note: Changes made as a result of publishing processes such as copy-editing, formatting and page numbers may not be reflected in this version. For the definitive version of this publication, please refer to the published source. You are advised to consult the publisher's version if you wish to cite this paper. Abstract Objective: In the light of the(More)
  • Nina Helene, Dawes, +16 authors Lori EdD
  • 2016
Monica 2016. Development and delivery of a physical activity intervention for people with Huntington Disease. Please note: Changes made as a result of publishing processes such as copy-editing, formatting and page numbers may not be reflected in this version. For the definitive version of this publication, please refer to the published source. You are(More)
OBJECTIVE To develop and validate the Evaluation of AGenda-mapping skilL Instrument (EAGL-I). METHODS EAGL-I was constructed after a literature review and piloting. Simulated consultation recordings were collected in a workshop with third-year medical students at three time points: once pre-teaching, twice post-teaching. Three raters used EAGL-I to assess(More)
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