ABSTRACT
Purpose/Significance User portraits of doctors offering free medical advice in online live streaming are constructed and further used to analyze the behavioral characteristics of various types of doctors,so as to provide references for improving the effect of live streaming and their influence.Method/Process A sample of 1 816 doctors who offer free medical advice on the Haodf.com platform is used for clustering analysis to generate different doctor group portraits by using the two-step clustering algorithm.Then an evaluation system for live streaming influence is constructed to explore the differences in online influence among doctors with different styles of live streaming.Result/Conclusion Three types of doctor group portraits are identified,including knowledge-sharing,self-promotional and sociable.There are significant differences in their online influence and three dimensions of live streaming effects including activeness,reputation,and hotness among different doctor groups.Comparative analysis is further performed to find potential solutions for enhancing their live streaming influence.
ABSTRACT
Objective@#To evaluate the effectiveness of the SHARP intervention model for increasing students’ moderate to vigorous physical activity (MVPA) levels,and to provide a reference for physical activity enriching intervention among middle schools students’.@*Methods@#One-year interventional teaching was carried out in 6 schools selected in the terms of scale and demographics from Nanjing City, Jiangsu Province. Data were collected during physical education (intervention group 105, control group 113; pre-intervention 119, post-intervention 99) data for 218 students. MVPA was assessed at baseline and post-intervention using the Observed Health and Coaching Time System(SOFIT). Interviews with 19 teachers were conducted with intervention schools to explore teachers’ views on interventions.@*Results@#The two-way analysis of variance showed that the intervention of the SHARP model had a significant impact on MVPA, VPA, and motor skills of middle school students. Proportion of the average MVPA class time of the intervention school students(62.80±9.11), and the average proportion of the VPA class time of the intervention school(24.33±12.55), the average class time for intervention in the school’s mastery of skills(32.34±11.78)(t=-7.46, -4.82, -12.08, P<0.01). The MVPA of students in control school remained relatively constant while the VPA decreased. Classroom teaching capability improved significantly in intervention schools, which was further confirmed by teacher interviews.@*Conclusion@#The SHARP intervention model can effectively increase the MVPA level of middle school students.