Darcy Ummels

General discussion | 153 7  Validate and test the feasibility of commercially available activity trackers in more target populations, such as people who use walking aids, patients in rehabilitation centres and hospitals and inactive adults.  Use the developed feasibility framework to evaluate aspects of the feasibility of activity trackers in different contexts and consider using the results to further develop the feasibility framework.  Perform effectiveness studies with activity trackers when activity trackers are fully implemented in daily clinical practice.  Consider using the MISS Activity in research when measuring physical activity in populations in which low walking speed is evident generally or during activities of daily living, and/or in populations for which simple technical tools are desirable (e.g. in older adults with or without chronic disease and (older) adults with a chronic disease). Implications for education For developers and teachers of educational programmes for healthcare students and healthcare professionals, it is recommended that they:  Teach healthcare students and professionals the required new eHealth competencies, allowing them to independently choose and use eHealth devices such as activity trackers in clinical practice.  Teach healthcare students and professionals the similarities between eHealth measurement tools, such as activity trackers, and ‘regular’ measurement tools.  Provide good examples to healthcare students and professionals to illustrate how to use activity trackers in their daily clinical practices as support tools for their clinical reasoning.  Stimulate interdisciplinary collaboration, including co ‐ creation sessions, to develop strong collaborations and insight into each other’s competencies, with all students involved in the development and use of an eHealth tool.  Invest in and develop training where healthcare professionals can experience, reflect and learn with each other about when and how to use activity trackers as support tools in daily clinical practice. This could be done through on ‐ the ‐ job coaching, in field labs or learning communities.