ABSTRACT
Introduction Young people have played a pivotal role as part of the COVID-19 response, including developing health messages and social innovations. Social innovation in health engages multiple stakeholders in linking social change and health improvement. The study examined the feasibility of youth ideas and innovations to address the impacts of the COVID-19 pandemic using quantitative and qualitative descriptive analyses. Methods In partnership with the WHO, academic institutions, youth organisations and civil society groups, we conducted a crowdsourcing open call among Filipino youth (15-30 years old) using a structured Special Programme for Research and Training in Tropical Diseases/Social Innovation in Health Initiative process. The open call had three categories: youth voices to cocreate the post-COVID-19 world (entries were texts, images, videos and music), youth-led COVID-19 social innovations, and youth-led social innovations not related to COVID-19. Each submission was evaluated by three independent judges. Finalists were selected in each of the categories alongside four grand winners. All finalists were invited to attend a 1 day online civic hackathon. Results We received a total of 113 entries (youth voices to cocreate the post-COVID world=76;youth-led COVID-19 social innovations=17;youth-led social innovations not related to COVID-19=20). Twelve entries focused on youth mental health during the pandemic. The online hackathon provided the participants mentorship for further development of their ideas. Finalists were able to produce draft health communication campaigns and improved social innovations. Conclusion Many Filipino youth created exceptional entries in response to the open call. This suggests the feasibility of including youth voices in strategic planning processes. A global youth social innovation call is recommended.
ABSTRACT
Background: Diabetes education is an essential element to achieve treatment objectives in children with type 1 diabetes mellitus (T1D) and it often involves group educations. Due to government group gathering restrictions during the Covid-19 pandemic, face-to-face group education were not possible. An alternative means of delivering group education is needed in this special time. With that, a series of virtual education workshops were designed. Aim: The study aimed to review the experience in conducting virtual education workshops for children and families with T1D during the Covid-19 pandemic. Method: The virtual workshops consisted of warm-up and ice-breaking games led by play therapists, followed by diabetes-related education workshops conducted by diabetes nurses, paediatric endocrinologists, and dietitians. Patients and families were invited to fill in a standard feedback questionnaire afterwards. Results: In the period of July 2020 to June 2021, a total of 10 virtual workshops were organised. A total of 33 children (13 boys and 20 girls) attended the workshops. The mean age of these patients was 9.5 +/- 3.8 years and the duration of T1D was 4.0 +/-3.3 years. Their mean HbA1c were 8.2 +/- 1.5%. A total of 22 responses on the feedback questionnaires were received. Among those who responded, 68% respondents had attended the virtual workshops for more than 2 times. The majority (86%) agreed that they had acquired new diabetes related knowledge from the workshops and 86% found the workshops interesting and enjoyable. Most (95%) reported that they could listen to instruction clearly and communicate causally in the virtual workshops. Only 32% strongly agreed that virtual workshops were the same as face-to-face workshops and 27% reported that they would prefer zoom to face-to-face workshop in the future. The commonest reasons for not joining virtual workshop in the future included unstable internet connection and feeling uneasy in virtual environment. Discussion: A safe, socially distanced method of delivering group education for children and families with T1D during the pandemic was possible and well-received. Virtual education workshops could be an alternative tool in delivering diabetes education. However, this could not totally replace face-to-face therapy.