Do we know how to design effective health coaching interventions: a systematic review of the state of the literature

 Objective. To systematically review health coaching interventions regarding effectiveness of health coaching for specific outcomes, optimal intervention approaches, and identification of specific techniques associated with effectiveness.
Data Source. Articles were sourced from CINAHL, Global Health, PsycINFO, Academic Search Complete, Health Source, Psychology and Behavioral Sciences Collection, and Medline.
Study Inclusion and Exclusion Criteria. Randomized controlled trials were included if the study (1) employed health coaching according to a predefined criterion; (2) clearly reported the use of health coaching; or (3) incorporated the use of coaching.

Data Extraction. Aims, participants, approach, behavior change techniques (BCTs), and findings pertaining to each study were summarized. BCTs were classified according to the CALO-RE taxonomy.

Data Synthesis. Data were synthesized by cross-tabulation of BCTs with study outcomes.
Results. Fifteen of 16 eligible studies reported a positive intervention effect in at least one outcome. Nine studies (56%) did not define health coaching; the number of intervention sessions provided ranged from 2 to 48; and in three studies, one or more intervention details were unclear. It was hence difficult to synthesize the studies to adequately address our research questions.
Conclusion. Health coaching is a promising strategy for health improvements; however, future research should ensure clarity in reporting intervention details, clearer definitions of health coaching/theoretical bases, consistency in reporting BCTs, and the inclusion of process variables as outcome measures.

Transfer of technical know-how in the steel industry in Brazil

Includes bibliography

Transfer of technical know-how in the machine-tool industry in Brazil, part II: the example of Brazil

Includes bibliography

Transfer of technical know-how in the textile and clothing industries in Brazil

Includes bibliography

Rhamnolipids know-how: Looking for strategies for its industrial dissemination

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Von implizitem Know-how zu expliziten Thesen Inter- und transdisziplinärer Wissensaustausch

Um komplexe gesellschaftliche Probleme lösen zu können, sollte relevantes Wissen aus allen Bereichen genutzt werden. Welche Methoden eignen sich, um den Austausch von Wissen zwischen verschiedenen Akteursgruppen aus unterschiedlichen Wissenssystemen zu ermöglichen? Die AG Wissensaustausch der SAGUF (Schweizerische Akademische Gesellschaft für Umweltforschung und Ökologie) begibt sich auf die Suche nach Erfolgsfaktoren für den Wissensaustausch.

A "Know-How vs. Know-What" Approach in the Teaching-Learning of Competences in Physical Chemistry

The methodological approach a teacher uses in the competence teaching-learning process determines the way students learn. Knowledge can be acquired from a series of perspectives, mainly: “know-what” (concept), where facts and descriptions of (natural or social) phenomena are pursued; “know-how” (procedure), where methods and procedures for their application are described; and “know-why” (competence), where general principles and laws that explain both the facts and their applications are sought. As all the three cases are interconnected, the boundaries between them are not fully clear and their application uses shared elements. In any case, the depth of student’s acquired competences will be directly affected by the teaching-learning perspective, traditionally aiming to a “know-why” approach for full competence acquisition. In this work, we discuss a suitable teaching-learning methodology for evaluating whether a “know-how”, “know-what” or combined approach seems better for enhancing competence learning in students. We exemplify the method using a selection of formative activities from the Physical Chemistry area in the Grades of Chemistry and Chemical Engineering.

School physical fitness programs : what you should know, how you can help.

Mode of access: Internet.