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Reach-Accept testing in the Chatbot arm was lower than in SMS text messaging (174/1051, 16.6% vs 555/1066, 52.1%; a RR 0.317, 98.33% CI 0.27‐0.38; P
Reach-Accept testing was higher among participants messaged every 10 days vs every 30 days (860/15,717, 5.5% vs 752/15,722, 4.8%; a RR 1.144, 97.5% CI 1.03‐1.28; P=.01; Table 2), and lower if the participants were offered access to PN compared with those in the no PN condition (680/15,718, 4.3% vs 932/15,721, 5.9%; a RR 0.729, 97.5% CI 0.65‐0.81; P
Out of 2117 participants
J Med Internet Res 2025;27:e74145
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The Fisher exact test yielded P=.01, indicating a statistically significant difference.
As shown in Table 2, the average word count of the original notes was 320 words, and the average length reduction of the H-summaries and U-summaries was 22% (SD 15%) and 23% (SD 15%) words, respectively. A negative number for length reduction in Table 2 indicates that the summary generated had more words than the original text.
In our analysis, we identified 3 instances of false information in U-summaries.
JMIR Med Inform 2025;13:e66476
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Mean EMAs completed in the incentivized arm was 13.3 (SD 11.2, range 0‐40, average completion rate of 31.7% out of 42 total EMA prompts) and 4.7 (SD 5.8, range 0‐28, average completion rate of 11.2% out of 42 total EMA prompts) in the nonincentivized arm (P
Smoking cessation outcomes overall and by group.
a EMA: ecological momentary assessment.
J Med Internet Res 2025;27:e67630
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Breath-Focused Mindfulness and Compassion Training in Parent-Child Dyads: Pilot Intervention Study
Parental stress (DASS-21, z=2.03; d=−0.41; 95% CI −2.63 to −0.16; P=.02), anxiety (GAD-7, z=2.15; d=−0.47; 95% CI −2.67 to −0.20; P=.02), and depression (PHQ-9, z=1.96; d=−0.50; 95% CI −3.25 to −0.08; P=.03) were all significantly improved at the posttraining time point.
Notably, these patterns of behavioral change were mostly sustained at the 3-month follow-up after training completion (Figure 2).
JMIR Form Res 2025;9:e69607
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Correlation coefficients (r) and P values were reported to assess statistical significance.
Regression results were reported as standardized beta coefficients (β) along with 95% CIs, P values, and adjusted R² values to assess statistical significance and explanatory power. All analyses were conducted using Python programming tools (version 3.11; Python Software Foundation).
Interact J Med Res 2025;14:e70098
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The following codes are used to identify: P=person with experience, also referred to as “clients”; C=clinician; and W=peer worker.
Affective attitude refers to how a participant feels about the program being evaluated. There were several examples of positive affect. As one clinician stated:
I had a good feeling that there was this kind of app out there available for clients. So going through it, I was like “Yeah, this is looking pretty good.”
JMIR Form Res 2025;9:e58369
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A Bonferroni correction was applied to all P values by multiplying each P value by 4, the number of tests conducted, to correct for multiple comparisons; a P value less than .05 was considered statistically significant after correction.
Timelines of OARS use were also described for MOUD providers and case managers. All analyses were conducted in R (version 4.2.1; R Foundation for Statistical Computing). All qualitative data were analyzed using a coding reliability thematic analysis approach [16].
J Med Internet Res 2025;27:e69953
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How Medical Students Manage Depression, Anxiety, and Stress: A Cross-Sectional Study
Spearman correlations showed that school year was positively and moderately correlated with stress (r27=.699; P
Second-year medical students had mild depression (13.67), with moderate anxiety (11.17) and stress (20.50; Figure 1). In contrast, first-year medical students were in the “normal” range across all categories. This demonstrates that second-year medical students experience higher levels of distress.
The Kruskal-Wallis results.
JMIR Form Res 2025;9:e74218
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