A cold war text for the COVID generation

Not only do the early pandemic fads of sourdough baking and mushroom foraging make the narrator's frontier-style life now seem less removed from reality, the loneliness, uncertainty, and subdued terror that form the backdrop of her daily routine perhaps for the first time will be relatable to students. [...]their loneliness begets deeper woes: the most recently released Youth Risk Behavior Survey (2023) issued by the Center for Disease Control and Prevention shares that almost half of high school students in 2021 reported "persistent feelings of sadness or hopelessness," a significant increase from prepandemic times. In a variation of an American Association of Teachers of German sponsored public graffiti event created by my colleague several years ago to commemorate the fall of the Berlin Wall, I will repeat her prompt: "Which walls hold you back?" Key to her question was the understanding of a "wall" as any kind of social, physical, or mental impediment that prevented students from fully realizing their goals. In particular, the moment at which the narrator encounters the wall is jarring;a comparison of the literary versus cinematic description of this event offers students the opportunity to consider the power and/or limits of the written word.

Comparison of indoor air quality and thermal comfort standards and variations in exceedance for school buildings

Addressing indoor air quality (IAQ) and thermal comfort issues in school buildings is challenging but relevant. Firstly, their primary occupants are more vulnerable than adults. Secondly, school buildings are often inadequate being too old or designed to prioritise energy-efficiency targets. Thirdly, occupants have often little control over the indoor environmental quality (IEQ). Lastly, the SARS-CoV-2 pandemic highlighted the complexity and vulnerability of existing decision-making processes in relation to making timely and well-informed decisions about IEQ threats. Standards and guidelines vary over time and among similar countries despite targeting similar occupants, evaluate IAQ and thermal comfort independently, and do not include any specific adaptations to children. Thus, the aim of this research is to compare different available standards to evaluate IAQ and thermal comfort in school buildings. By analysing with different standards (EN16798, BB101, and ASHRAE 55 and 62.1) the data collected in schools in northern Italy, this research evaluated the consequences of different limits and approaches, and proposed improvements. The conclusions are that (i) thresholds and methods inconsistency within the same standard should be avoided;(ii) upper- and lower-bounded operative temperature scales are the most appropriate means to design and verify thermal comfort in classrooms;(iii) IAQ metrics that give an upper limit per a certain amount of consecutive time might prevent the build-up of indoor pollutants, even with high emissions from the building fabric;(iv) no standard proposes a combined IAQ and thermal comfort analysis which could enable more informed trade-off decisions considering IAQ, thermal comfort, and energy targets. © 2023 The Authors

Fear of COVID-19 and death anxiety: Polish adaptations of scales.

Purpose: We aimed to adapt for the Polish language two scales for studies on the psychological consequences of the COVID-19 pandemic - The Fear of COVID-19 Scale (FCV-19S) by Ahorsu et al. and the Scale of Death Anxiety (SDA) by Cai et al. Methods: Besides the FCV-19S and SDA, the Hospital Anxiety and Depression Scale HADS (Zigmond and Snaith), the Perceived Stress Scale (PSS-10) (Cohen et al.), the General Health Questionnaire GHQ-28 (Goldberg), and the Positive Orientation Scale P (Caprara et al.) were used in the study on 756 people aged 18-68 (M = 31.91, SD = 11.30) - 158 men and 598 women. Results: Confirmatory factor analysis confirmed the one-dimensional structure of the Polish adaptation of FCV-19S, with satisfac- tory internal consistency and Cronbach's α equal to 0.84. With regard to the Polish adaptation of the SDA, instead of the 4-facto- rial structure (as in the original tool), the analysis uncovered a three-factor structure: intrusions/thoughts, anxiety/emotions, and avoidance. Cronbach's α coefficient for the entire scale was 0.92. Both tools were significantly, positively correlated with anxiety, depression, and stress levels. Conclusions: Polish adaptations of both tools are characterized by satisfactory psychometric properties, which enable their use in research and clinical practice.

Engaging with program adaptations in evaluation: A range of existing options and a new opportunity

Premised on the idea that evaluators should be familiar with a range of approaches to program modifications, I review several existing approaches and then describe another, less well-recognized option. In this newer option, evaluators work with others to identify potentially needed adaptations for select program aspects in advance. In describing this approach, I note the general steps involved and present alternative techniques for identifying, a priori, adaptations that may come to be needed. In the final section, I discuss implications of the a priori adaptation planning approach for the fidelity-adaptation trade-off, past criticism of logic models as overly fixed and linear, potential research and evaluation questions, the development of more detailed views of programs in evaluation theory and training, and possible resistance to adaptation planning. Discussion also considers the potential future of program adaptations in the wake of the COVID-19 pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Local, regional, and global adaptations to a compound pandemic-weather stress event

Global food security can be threatened by short-term extreme events that negatively impact food production, food purchasing power, and agricultural economic activity. At the same time, environmental pollutants like greenhouse gases (GHGs) can be reduced due to the same short-term extreme stressors. Stress events include pandemics like COVID-19 and widespread droughts like those experienced in 2015. Here we consider the question: what if COVID-19 had co-occurred with a 2015-like drought year? Using a coupled biophysical-economic modeling framework, we evaluate how this compound stress would alter both agricultural sector GHG emissions and change the number of undernourished people worldwide. We further consider three interdependent adaptation options: local water use for crop production, regional shifts in cropland area, and global trade of agricultural products. We find that GHG emissions decline due to reduced economic activity in the agricultural sector, but this is paired with large increases in undernourished populations in developing nations. Local and regional adaptations that make use of natural resources enable global-scale reductions in impacted populations via increased global trade.

WHO hospital care for children guidelines: what do users need?

[...]they needed to be able to carry a book around with them. [...]the broader scope and pocket-size of the pocketbook of Hospital Care for Children. A training course was developed on how to use the guidelines in everyday clinical practice, based on principles of adult learning.3 4 WHO developed the Emergency Triage, Assessment and Training (ETAT) course, focused on the first 24 hours of admission, and in Africa, ETAT+ was a modified version which included admission care.5 Many quality improvement assessments and initiatives occurred, supported by WHO regional offices or initiated by countries.4 In 2013, the Pocketbook of Hospital Care for Children was revised, with updates in many areas. An app was produced, and training materials updated.6 By 2015, at least two-thirds of low-income and middle-income countries adopted the Hospital Care for Children guidelines, and ran training courses or other quality improvement initiatives.7 The Pocketbook of Hospital Care for Children has been used as the basis for paediatric curricula for medical students and nurses in many low-income and middle-income countries, and has been translated into at least 18 languages.3 A number of country and regional adaptations of the book have been achieved to reflect differences in disease epidemiology and local needs.

The quick pivot: Capturing real world modifications for the re-implementation of an early psychosis program transitioning to virtual delivery.

Background: Team-based Early Psychosis Intervention (EPI) services is standard of care for youth with psychosis. The COVID-19 pandemic required most EPI services to mount an unplanned, rapid pivot to virtual delivery, with limited guidance on how to deliver virtual clinical services or whether quality of re-implementation and treatment outcomes would be impacted. We used a structured approach to identify essential modifications for the delivery of core components and explored facilitators and barriers for re-implementation and fidelity of a virtually delivered EPI intervention. Materials and methods: NAVIGATE is a structured approach to team-based EPI. It provides detailed modules to guide delivery of core components including medication management, psychoeducation and psychotherapies, supported employment/education, and family education. Having initially implemented NAVIGATE at the Centre for Addiction and Mental Health (CAMH) in 2017, the EPI service transitioned to virtual delivery amid the COVID pandemic. Using a practice profile developed to support implementation, we detailed how core components of NAVIGATE were rapidly modified for virtual delivery as reported in structured group meetings with clinicians. The Framework for Reporting Adaptations and Modifications for Evidence-Based Interventions (FRAME) was used to describe modifications. Fidelity to the EPI standards of care was assessed by the First Episode Psychosis Fidelity Scale (FEPS-FS). Re-implementation barriers and facilitators and subsequent mitigation strategies were explored using structured clinician interviews guided by the Consolidated Framework for Implementation Research (CFIR). Results: Identified modifications related to the intervention process, context, and training. We identified contextual factors affecting the re-implementation of virtually delivered NAVIGATE and then documented mitigating strategies that addressed these barriers. Findings can inform the implementation of virtual EPI services elsewhere, including guidance on processes, training and technology, and approaches to providing care virtually. Discussion: This study identified modifications, impacts and mitigations to barriers emerging from rapid, unplanned virtual delivery of EPI services. These findings can support delivery of high-quality virtual services to youth with psychosis when virtual care is indicated.

Using the Framework for Reporting Adaptations and Modifications-Expanded (FRAME) to study adaptations in lung cancer screening delivery in the Veterans Health Administration: a cohort study.

BACKGROUND: Lung cancer screening is a complex clinical process that includes identification of eligible individuals, shared decision-making, tobacco cessation, and management of screening results. Adaptations to the delivery process for lung cancer screening in situ are understudied and underreported, with the potential loss of important considerations for improved implementation. The Framework for Reporting Adaptations and Modifications-Expanded (FRAME) allows for a systematic enumeration of adaptations to implementation of evidence-based practices. We applied FRAME to study adaptations in lung cancer screening delivery processes implemented by lung cancer screening programs in a Veterans Health Administration (VHA) Enterprise-Wide Initiative. METHODS: We prospectively conducted semi-structured interviews at baseline and 1-year intervals with lung cancer screening program navigators at 10 Veterans Affairs Medical Centers (VAMCs) between 2019 and 2021. Using this data, we developed baseline (1st) process maps for each program. In subsequent years (year 1 and year 2), each program navigator reviewed the process maps. Adaptations in screening processes were identified, documented, and mapped to FRAME categories. RESULTS: We conducted a total of 16 interviews across 10 VHA lung cancer screening programs (n=6 in year 1, n=10 in year 2) to collect adaptations. In year 1 (2020), six programs were operational and eligible. Of these, three reported adaptations to their screening process that were planned or in response to COVID-19. In year 2 (2021), all 10 programs were operational and eligible. Programs reported 14 adaptations in year 2. These adaptations were planned and unplanned and often triggered by increased workload; 57% of year 2 adaptations were related to the identification and eligibility of Veterans and 43% were related to follow-up with Veterans for screening results. Throughout the 2 years, adaptations related to data management and patient tracking occurred in 60% of programs to improve the data collection and tracking of Veterans in the screening process. CONCLUSIONS: Using FRAME, we found that adaptations occurred primarily in the areas of patient identification and communication of results due to increased workload. These findings highlight navigator time and resource considerations for sustainability and scalability of existing and future lung cancer screening programs as well as potential areas for future intervention.

Ensuring equity in mental health and psychosocial support during the COVID-19 pandemic and beyond.

Populations affected by armed conflict and other humanitarian crises are at elevated risk for mental health problems. While the COVID-19 pandemic has had broadly deleterious effects on livelihoods, economic well-being, and population health worldwide, vulnerable groups have been disproportionately impacted by the pandemic. Providing mental health and psychosocial support (MHPSS) services during these times to vulnerable groups, especially in low- and middle-income countries and humanitarian settings, is essential. In an effort to comply with the public health response to the pandemic and mitigate COVID-19 transmission, significant implementation adaptations were made to service delivery during the pandemic. This short report describes several strategies to ensure that equity was central to these adaptations and public health responses, and provides recommendations for ensuring continuity of this progress post-pandemic. Examples and key lessons learned are given related to strategies to increase access to MHPSS services, improve meaningful stakeholder engagement, develop and support community networks, and implement community-based psychosocial support groups. They come from diverse settings of Bangladesh, Colombia, Ecuador, and Lebanon. The COVID-19 pandemic has highlighted the importance of preventing and treating MHPSS issues. It also has created opportunities for innovative programming to address overlooked problems, improve the quality of services provided, and increase focus on equity. It is vital that we use the momentum and attention generated around MHPSS services during the COVID-19 pandemic to continue to build and improve existing MHPSS services in more equitable ways for vulnerable populations.

Reimagining healthy movement in the era of the COVID-19 pandemic. / Repenser un rythme favorable à la santé à l'ère de la pandémie de COVID-19.

Does the timing of when children, youth and adults participate in physical activity, sedentary behaviour (e.g. screen time) and sleep matter when it comes to their overall health? This special issue of Health Promotion and Chronic Disease Prevention in Canada includes four papers that present evidence and recommendations on the timing of movement behaviours: three separate systematic reviews exploring the associations between health indicators and the timing of physical activity, sedentary behaviour and sleep; and a commentary that discusses the importance of this evidence in terms of practice, policy and research. This editorial sets the stage for this special issue, reflecting on the challenges posed by COVID-19-related public health restrictions on healthy movement. Perhaps now is the optimal time to reimagine how and when we engage in physical activity, sedentary behaviour and sleep to support our health.

RÉSUMÉ: Est-ce que l'horaire auquel les enfants, les adolescents et les adultes sont actifs, demeurent sédentaires (par exemple devant un écran) et dorment ont une influence sur leur état de santé général? Ce numéro spécial de Promotion de la santé et prévention des maladies chroniques au Canada rassemble quatre articles qui présentent des données probantes et des recommandations concernant l'horaire des comportements en matière de mouvement : trois revues systématiques portant sur les associations entre les indicateurs de l'état de santé et les horaires d'activité physique, de sédentarité et de sommeil et un commentaire sur l'importance de ces données probantes pour les pratiques, les politiques et la recherche. Cet éditorial prépare le terrain pour ce numéro spécial en décrivant les effets des restrictions de santé publique liées à la COVID-19 sur un rythme favorable à la santé. Maintenant semble un moment idéal pour réévaluer de quelle manière et selon quel horaire nous devrions être physiquement actifs, demeurer sédentaires et dormir pour favoriser notre santé.

Healthcare clinician perspectives on the intersection of autism and gender dysphoria.

LAY ABSTRACT: Autistic people are more likely to have a gender identity which does not match their sex assigned at birth. Some people experience distress about their sex and gender not matching, which is called gender dysphoria. Such individuals may wish to attend a gender clinic to access healthcare support for gender dysphoria. Currently, there is limited evidence to help clinicians best support autistic people who need healthcare for gender dysphoria. We wanted to find out what healthcare clinicians think about working with autistic patients with gender dysphoria. We interviewed 16 clinicians who work in healthcare services with adults and young people who are autistic and experience gender dysphoria. We recorded the interviews and carefully analysed the content to find key themes. We found that clinicians worked with patients to try and better understand their experiences of gender dysphoria. Clinicians identified features of autism that they believed were related to gender identity and dysphoria including different thinking styles, social differences, and sensory sensitivities. Clinicians noticed that autistic people spoke about their gender in different ways to non-autistic people. Clinicians tried to adapt their practice to better meet the needs of their autistic patients. These adaptations tended to focus on differences in the assessment process, for example, offering longer or shorter appointments and changing their communication style. We conclude that clinicians were offering an individualised approach to autistic patients experiencing gender dysphoria. However, these clinicians were particularly interested in working with autistic people, and so may not be representative of the wider clinician population. Clinicians working in this area should receive training on autism adaptations and the intersection of autism and gender dysphoria.

Adaptations to the Learning Environment for Elementary School Children in Georgia during the COVID-19 Pandemic.

In March 2020, the rapid spread of COVID-19 led to physical school closures across the United States. Schools quickly transitioned to a remote and/or virtual learning environment. This transition had implications for students at all levels of education, especially for those most vulnerable and school-dependent for ancillary resources. The goal of this qualitative exploratory research study was to examine how public elementary schools in Georgia adapted their learning environments for students in kindergarten through third grade during the early phase of the COVID-19 pandemic. Data collection activities included school demographic surveys, parent surveys, interviews with twelve school administrators, and six focus groups with twenty-six parents. The participants discussed schools' preparation capabilities, implementation of learning modalities, and resources for students and families. Most school personnel described the new virtual teaching demands as a hurdle for their teachers and identified several academic consequences stemming from inadequate technology access or training, such as student absenteeism and lower teaching performance. Schools lacked appropriate preparation as well as limited resources to transition to virtual learning. The COVID-19 pandemic aggravated pre-existing education and technology resource disparities for students and families of low socio-economic status or who live in rural areas. Findings from this study provide educators with information regarding deficiencies in the learning environment and provide recommendations for ongoing academic remedial efforts. Additionally, this study provides important context for the shortcomings of the COVID-19 learning environments and highlights the need to strengthen school community infrastructure and emergency planning.

Coping with the Covid-19 Pandemic in Education Systems: A Comparative Study of Crisis Strategies, Policies and Actions by the Authorities of Selected Countries in Response to the Pandemic

A comparative study of crisis strategies, governmental policies and measures during the Covid-19 pandemic on a sample of selected European countries (France, Germany, Italy and Croatia) and Slovenia is a scientific review, a contribution to the knowledge, the analysis of the countries' actions in the field of education, based on documents from individual governments, government and health services, schools, research institutes and professional associations cantered on the first and second wave of the Covid-19 pandemic. The selection of measures and the consequent temporary effect and re-establishment of the desired situation below elsewhere are compared with the measures and their effects in Slovenia.

E-LEARNING DURING THE COVID-19 PANDEMIC

Education responses to the ongoing COVID-19 pandemic have involved various distance learning solutions and adaptations. This paper builds on existing research into education and online learning during the COVID-19 pandemic by examining the current challenges and opportunities for digitalisation of the teaching process worldwide. It provides an overview of existing digital solutions for distance learning, describes how they have been implemented and how they have affected access to education. Drawing on data from scientific and professional literature, the author conducts an in-depth analysis to identify the most common e-learning strategies deployed during the COVID-19 pandemic. Conclusions are drawn on the advantages and limitations of e-learning, in terms of its effectiveness, and its role in enhancing education in the future.

Adaptations in the Context of COVID-19: Application of an Implementation Science FRAMEwork.

Invest in Kids (IIK) is a Denver, Colorado, USA-based intermediary organization that works to bridge the research-to-practice gap for programs that support Colorado's youngest children and their families. IIK supports evidence-based programs (EBPs) including three universal, prevention programs from The Incredible Years® (IY)-Dinosaur School (a classroom curriculum), Teacher Classroom Management (teacher professional development training), and Parent Program (parent training). IIK employs staff (the IIK-IY Team) to deliver implementation supports such as training, coaching, and managing implementation teams with professionals at schools and community agencies who deliver IY programs throughout Colorado. The COVID-19 pandemic presented challenges and opportunities for practitioners using EBPs, and for the IIK-IY Team. The Framework for Reporting Adaptations and Modifications-Expanded, known as the FRAME (Stirman et al., 2019), was identified as a useful tool for documenting information about COVID-19-related adaptations to local sites' delivery of the programs, IIK's implementation supports, and IIK's annual statewide evaluation of IY. This case study includes an in-depth description of the various adaptations made by the IIK-IY Team, highlighting specific examples that demonstrate how the FRAME can be used to support adaptations for numerous sites in a geographic region or state. This case study provides important lessons about what successful IY delivery and implementation supports looked like in the context of the ongoing COVID-19 pandemic, including a description of IY fidelity and program outcomes. Supplementary Information: The online version contains supplementary material available at 10.1007/s43477-022-00048-1.

What innovations would enable the tourism and hospitality industry in Africa to re-build?

Purpose>This paper discusses the outcomes of an exploratory study into the innovations, adaptations, and best practices that the tourism and hospitality sector in Africa should implement in dealing with coronavirus disease 2019 (COVID-19) pandemic-induced disruptions.Design/methodology/approach>This paper was based on data collected through qualitative approaches by reviewing published academic articles and unpublished documents, including websites, media reports and global public health entities such as the World Health Organization (WHO). Because of the lack of reliable data in some cases, this study is inductive in nature.Findings>The main finding of this research suggests that Africa which is seemingly the least affected in infection and casualty rates has conversely borne the brunt of the negative responses from the global community in travel restrictions and mobility curtailment. Overwhelming trends suggest the domestic tourism market does not have the spending capacity of international visitors who arrive with foreign currency, inevitably main-stream in the form of USD, EURO and GBP, with their spending power estimated at between 1:18 and 1:22. The fragmented, cascaded and sometimes disorganised approach in dealing with policy adoptions and implementation in managing developments around the pandemic further inhibits a compelling approach to continent-wide tourism and hospitality revival.Originality/value>This paper highlights trends, innovations, and adaptations to COVID-19-related revival strategies for Africa and contributes to academic debates on the topic which, in the Global South context is currently under-researched.

Navigating Turbulent Waters: Leading One Manitoba School in a Time of Crisis

The COVID-19 pandemic has profoundly changed the practice of school leadership, requiring greater flexibility, creativity, and innovation. Guided by institutional theory, this paper suggests that leadership adaptations are influenced by environmental pressures such as coercive (e.g., from governmental or regulatory agencies), mimetic (e.g.. attempts to emulate best practices from other schools), and normative pressures (e.g., professional standards endorsed by professional societies or unions). By using a qualitative co-constructed autoethnographic approach (See Kempster & Iszatt-White, 2012), the paper presents the Covid-19 timeline in Manitoba, identifying stakeholders and associated environmental pressures. It also features the personal leadership adaptations experienced by a school principal (Susan). The findings suggest that coercive pressures are mostly associated with creativity and inventive leadership practices. Mimetic pressures may lead to copying behaviours, and normative pressures are associated with enhanced foundational knowledges, all depending on contextual factors. The findings also highlight the significant emotional and physical toll the pandemic has taken on school principals.

Adaptations of Clinical Teaching During the COVID-19 Pandemic: Perspectives of Medical Students and Faculty Members.

Background: The COVID-19 pandemic had serious implications on medical schools' programs that necessitated lots of adaptations of teaching, learning, and assessment to guarantee continuity of education in medical schools. Our study aimed to evaluate perspectives of clerkship students and faculty members regarding clinical teaching adaptations implemented during the COVID-19 pandemic. Methods: A descriptive, cross-sectional, survey-based study was conducted and targeted 5th and 6th year clerkship students and full- and part-time clinical faculty. The survey explored (1) perception of the degree of contribution of implemented adaptations to student achievement of expected clinical competencies, (2) degree of confidence regarding students' achievement of expected clinical competencies through such adaptations, and (3) perception of the effect of implemented educational adaptations on students' learning. Descriptive statistics were used, and statistical significance level was set at p < 0.05. Results: The survey exhibited high internal consistency. Both students and faculty members felt that most of the adaptations had moderate to high contribution to student achievement of expected clinical competencies. On a 5-point scale, the highest score was given by faculty members to "Interpretation of investigations" (3.93±0.84) while the lowest scores were given by faculty members (3.10±1.21) and students (2.57±1.36) to "Performing clinical procedures". Students and faculty members agreed that the adaptations had positive effect on students' learning except for the statement "Students were able to easily monitor their academic progress" where students gave less scores than faculty members, with a statistically significance difference (p=0.029). Conclusion: Students and faculty members had similar perspectives regarding the implemented adaptations and their impact and contribution to student learning and achievement of the basic clinical competencies. Both of them agreed on the need for and importance of the implemented adaptations. Our findings recommend such adaptations during the times of crises, which can be conducted through integrating online teaching with face-to-face teaching.

Transformation of home environments in pandemic: the concept of “life fits into room” in the new normal

Purpose>Pandemic process has led re-questioning home environments within adaptations of new activities inside due to the restriction of outdoor usage. This paper aims to reveal spatial transformations carried out through the time spent at home during the COVID-19 pandemic.Design/methodology/approach>A qualitative study is carried out based on Garfinkel’s (1961) ethnomethodology method (documentary method of interpretation). Analysis focused on the first month of pandemic in which urgent adaptations and solutions produced at home, and the situation in last two weeks of pandemic is analyzed within a control group and comparisons were made. Perec’s (1974) statement of “a user's manual” is used as a checklist of time-space-activity observations proposed on “mondayness, tuesdayness, wednesdayness, thursdayness, fridayness, saturdayness and sundayness.” Instead of daily period, activities performed on a weekly scale were recorded and time-dependent shifts of functions were revealed.Findings>Findings introduced new discussion topics to examine dwelling spaces in “new normal.” Comparisons indicate that hypothesis of gathering all activities in room in terms of “life fits into room” concept is directed through rapid spatial behaviors in daily life as primary adaptation.Research limitations/implications>Although pandemic process continues after study, analysis of first four weeks are accepted as the period of rapid change and compared by last two weeks of pandemic.Originality/value>Pandemic indicators proposed in study brings along that there is little information on the subject in literature. Socio-spatial findings address the examinations of spatial transformations into pandemic adaptation.

Stakeholder and Equity Data-Driven Implementation: a Mixed Methods Pilot Feasibility Study.

We conducted a mixed methods pilot feasibility study of a Stakeholder and Equity Data-Driven Implementation (SEDDI) process to facilitate using healthcare data to identify patient groups experiencing gaps in the use of evidence-based interventions (EBIs) and rapidly adapt EBIs to achieve greater access and equitable outcomes. We evaluated the feasibility and acceptability of SEDDI in a pilot hybrid type 2 effectiveness-implementation trial of a paired colorectal cancer (CRC) and social needs screening intervention at four federally qualified community health centers (CHCs). An external facilitator partnered with CHC teams to support initial implementation, followed by the SEDDI phase focused on advancing health equity. Facilitation sessions were delivered over 8 months. Preliminary evaluation of SEDDI involved convergent mixed methods with quantitative survey and focus group data. CHCs used data to identify gaps in outreach and completion of CRC screening with respect to race/ethnicity, gender, age, and language. Adaptations to improve access and use of the intervention included cultural, linguistic, and health literacy tailoring. CHC teams reported that facilitation and systematic review of data were helpful in identifying and prioritizing gaps. None of the four CHCs completed rapid cycle testing of adaptations largely due to competing priorities during the COVID-19 response. SEDDI has the potential for advancing chronic disease prevention and management by providing a stakeholder and data-driven approach to identify and prioritize health equity targets and guide adaptations to improve health equity. ClinicalTrials.gov Identifier: NCT04585919.