ALBERT

Description: Background Sharing test results with patients via patient web portals is a new trend in healthcare. No research has been done examining patient web portal use with bone density test results. The objective of our study was to identify patient characteristics associated with the use of patient web portals to view their bone density test results. Methods A secondary analysis of data from a pragmatic randomized controlled trial of 7749 participants ≥50 years old that had presented for a dual energy X-ray absorptiometry (DXA) bone density test. Patients were interviewed at enrollment and 12 weeks later. Multivariable logistic regression identified patient characteristics that differentiated those who used the web portal from those who did not. Results Our sample included 4669 patients at the two (University of Iowa [UI], and Kaiser Permanente of Georgia [KPGA]) clinical sites that had patient web portals. Of these patients, 3399 (72.8%) reported knowing their test results 12 weeks post-DXA, with 649 (13.9%) reporting that they viewed their DXA results using the web portal. Web portal users were more likely to be from UI than KPGA, and were younger, more educated, had higher health literacy, had osteopenia, and had the same sex as their referring physician (all p 

Description: This summer I have been working with the N.A.S.A. Project at Cuyahoga Community College (Tri-C) under the title of Exploring Aeronautics Project Leader. The class that I have worked with is comprised of students that will enter the eighth grade in the fall of 2004. The program primarily focuses upon math proficiency and individualized class projects. My duties have encompassed both realms. During the first 2-3 weeks of my internship, I worked at NASA Glenn Research Center (GRC) researching, organizing, and compiling information for weekly Scholastic Challenges and the Super Scholastic Challenge. I was able to complete an overview of Scholastic Challenge and staff responsibilities regarding the competition; a proposal for an interactive learning system, Quizdom; a schedule for challenge equipment, as well as a schedule listing submission deadlines for the staff. Also included in my tasks, during these first 2-3 weeks, were assisting Tammy Allen and Candice Thomas with the student application review and interview processes for student applicants. For the student and parent orientation, I was assigned publications and other varying tasks to complete before the start of the program. Upon the commencement of the program, I changed location from NASA GRC to Tri-C Metro Campus, where student classes for the Cleveland site are held. During the duration of the program, I work with the instructor for the Exploring Aeronautics class, kkkk, assisting in classroom management, daily attendance, curriculum, project building, and other tasks as needed. These tasks include the conducting of the weekly competition, known as Scholastic Challenge. As a Project Leader, I am also responsible for one subject area of the Scholastic Challenge aspect of the N.A.S.A. Project curriculum. Each week I have to prepare a mission that the participants will take home the following Monday and at least 10 questions that will be included in the pool of questions used for the Scholastic Challenge competition on Thursdays. For at least one of these competitions, I must compile all mission and question information submitted by the staff, distribute missions to the students, and enter questions into Jeopardy formatted PowerPoint presentation. Unique to the N.A.S.A. Project are its Saturday sessions and opportunities for field trips. As a Project Leader, I am required to attend all field trips and Saturday sessions held for participants and their parent(s)/guardian(s). The Saturday sessions do not require my assistance because they are facilitated by a contracting company, Imhotep. This leaves my duties to observation unless instructed otherwise.