Theme

An implementation intervention for mental health promotion programming for youth in community settings

Leads

Mariantonia Lemos, PhD and Marilyn Ahun, PhD – View bios

Members

• Éric Labonté-Paquet
• Marie-Eve Perron
• Cynthia Naydani
• Matthieu Dagenais
• David Robinson
• Isabela Cano Aguilar

Theme

An intervention to improve bowel cancer screening in underserved communities

Leads

Molly Byrne, PhD and Jen Brown, PhD – View bios

Members

• Amy Waghorne
• Jamie Petersson
• Elizabeth Travis
• Patrick Boudreau
• Grace Scharf

Theme

A healthcare professional focused intervention to engage females in health behaviour change

Leads

Nadia Griva, PhD and Vincent Gosselin Boucher, PhD – View bios

Members

• Maryam Shahrokhi Sardoo
• Maiara Moreto
• Ronessa Dass
• Fatemeh Khorramrouz
• Grace Biyinzika Lubega
• Nadia Deville-Stoetzel

Theme

An exercise-focused intervention for patients who have survived cancer

Leads

Nicole Alberts, PhD and Susan Czajkowski, PhD – View bios

Members

• Christina Bertachas
• Reid McClure
• Elyse Letts
• Kianoush Harandian
• Jessica Burdick
• Joy Louise Gumikiriza -Onoria

Theme

A digital behaviour change intervention to improve youth physical activity and/or dietary behaviours

Leads

Sean Locke, PhD and Alysha Deslippe, PhD – View bios

Members

• Laura Harris-Lane
• Marianne Berthiaume
• Pernille Fiil Nybo
• Laurence Watelle
• Leah Li

Theme

An intervention to change multiple behaviours in patients with chronic diseases

Leads

Marta Marques, PhD and Luz Angela Torres López, MD, MPH, PhD(c) – View bios

Members

• Yolanda Wang
• Nikita Surani
• Getu Kebebew
• Richmond Amponsah
• Lisa-Marie Maukel
• Sofia Llahana

Assignment 1 – Comparison of MRC and ORBIT models

Comparison of the MRC and ORBIT models for behavioural intervention development and testing

Instructions

Two of the most predominant models of behavioural intervention development and testing are the MRC complex intervention guideline and the NIH’s ORBIT model. Both of these have similarities and differences. Participants will need to write a brief (approximately 2 pages) paper highlighting the key similarities and differences between these two frameworks and what positive and negative aspects they perceive with both. The use of bullet points is recommended. This assignment must be completed and submitted by April 23, 2026, before the start of the summer school.

Required reading for this assignment

1. Czajkowski et al. From ideas to efficacy: the ORBIT model for developing treatments for chronic diseases. Health Psychology 2015; 34: 971-82.
2. Skivington et al. A new framework for developing and evaluating complex interventions: update of Medical Research Council guidance BMJ 2021; 374: n2061 + Figure
3. Bacon et al. Rethinking How to Expand the Evidence Base for Health Behavior Change in Cardiovascular Disease Prevention. J Am Coll Cardiol. 2020; 75: 2619–2622.

Assignment 2 – Published Trial Content Evaluation

Evaluate the behavioural intervention content of a published trial

Introduction

The TIDieR guidelines were created so that authors could have a consistent approach to reporting the details of their behavioural intervention. In addition, the Behavior Change Techniques Taxonomy (BCT-T) was developed to identify and report the main underlying intervention components of a behavioral intervention. Two published behavioural RCTs are provided below. You are asked to rate one of the studies against the TIDieR guidelines and identify the BCTs used in both the intervention and comparison groups. You are asked to indicate where the study meets the guidelines, and where it does not meet the guidelines and why.

Instructions

1. Read the articles by Hoffman et al, 2024 – Better reporting of interventions: template for intervention description and replication (TIDieR) checklist and guide, BMJ, 2014 and Michie et al, 2013 – The Behavior Change Technique Taxonomy (v1) of 93 Hierarchically Clustered Techniques: Annals of Behavioral Medicine, 2013 (including the supplement (PDF) also available in Word format).
2. Select one of the two assignment articles for your work
   1. Powell et al. (2026) – Lifestyle Intervention for Sustained Remission of Metabolic Syndrome: A Randomized Clinical Trial (including the trial protocol and supplemental online content – Download here)
   2. Kronish et al. (2023) – A Multifaceted Implementation Strategy to Increase Out-of-Office Blood Pressure Monitoring: The EMBRACE Cluster Randomized Clinical Trial (including the trial protocol and supplemental online content – Download here)
3. Complete the assignment using the TIDieR checklist (also available in a Word format) and the BCT-T+Starter Pack.
4. For each criteria on the checklist, indicate if the study meets the criteria (fully, partially or not at all).
5. Indicate the importance of this criteria and what implications not completing it might have. The BCT taxonomy can be used to evaluate the actual active content of the intervention.
6. If the criteria is met, identify the page number from the study article (you can use the checklist for this). Bullet points are recommended.
7. There is no page limit for this assignment, but answers to each criteria should be 2-3 short sentences.
8. This assignment must be completed in English, and must follow the format outlined below.

Slides

Download Session 1 slide deck

Faculty member

Susan Czajkowski, PhD

Objectives and Core Elements

By the end of this session participants will be able to:

1. Understand the value of using a framework to develop a health-related behavioral intervention;
2. Describe the goals, objectives and key features of several major behavioral intervention development frameworks, including the ORBIT Model, the Science of Behavior Change (SOBC) experimental medicine approach and the MRC framework;
3. Identify the common elements and key differences among these frameworks;
4. Choose the framework that best “fits” your own intervention development research program.

Core elements to be discussed

1. The importance of using frameworks that encourage a systematic, progressive approach to behavioral intervention design, optimization and evaluation;
2. Recognition of the key features, differences between and common features of several major intervention development frameworks;
3. Guidance to enable investigators to choose the most appropriate framework(s) when designing and optimizing health-related behavioral interventions.

Readings

1. Czajkowski, S. M., & Hunter, C. M. (2021). From ideas to interventions: A review and comparison of frameworks used in early phase behavioral translation research. Health psychology, 40(12), 829–844. https://pubmed.ncbi.nlm.nih.gov/34990185/
2. Powell, L.H. Behavioral treatment development. Powell, L.H., Freedland, K., & Kaufmann, P.G. (2021). Behavioral clinical trials for chronic diseases: Scientific foundations. Springer International. Download here

1. Czajkowski, S. M., Powell, L. H., Adler, N., Naar-King, S., Reynolds, K. D., Hunter, C. M., Laraia, B., Olster, D. H., Perna, F. M., Peterson, J. C., Epel, E., Boyington, J. E., & Charlson, M. E. (2015). From ideas to efficacy: The ORBIT model for developing behavioral treatments for chronic diseases. Health psychology, 34(10), 971–982. https://pmc.ncbi.nlm.nih.gov/articles/PMC4522392/
2. Nielsen, L., Riddle, M., King, J. W., NIH Science of Behavior Change Implementation Team, Aklin, W. M., Chen, W., Clark, D., Collier, E., Czajkowski, S., Esposito, L., Ferrer, R., Green, P., Hunter, C., Kehl, K., King, R., Onken, L., Simmons, J. M., Stoeckel, L., Stoney, C., Tully, L., … Weber, W. (2018). The NIH Science of Behavior Change Program: Transforming the science through a focus on mechanisms of change. Behaviour research and therapy, 101, 3–11. https://pubmed.ncbi.nlm.nih.gov/29110885/
3. Skivington, K., Matthews, L., Simpson, S. A., Craig, P., Baird, J., Blazeby, J. M., Boyd, K. A., Craig, N., French, D. P., McIntosh, E., Petticrew, M., Rycroft-Malone, J., White, M., & Moore, L. (2021). A new framework for developing and evaluating complex interventions: update of Medical Research Council guidance. BMJ (Clinical research ed.), 374, n2061. https://www.bmj.com/content/374/bmj.n2061

Other Resources

1. Naar, S., Czajkowski, S. M., & Spring, B. (2018). Innovative study designs and methods for optimizing and implementing behavioral interventions to improve health. Health psychology, 37(12), 1081–1091. https://pubmed.ncbi.nlm.nih.gov/30307270/
2. Wing, R. (2021). Looking back and forward from the Diabetes Prevention Program (DPP): A commentary on the importance of research aimed at intervention optimization. Health psychology, 40(12), 1009–1016. Download here

Slides

Download Session 2A slide deck

Recording

Watch Session 2A recording

Faculty members

Molly Byrne, PhD and Nicola McCleary, PhD

Objectives and Core Elements

By the end of this session participants will be able to:

1. Engage relevant stakeholders – including patients, public, health care professionals and knowledge users – throughout the entire research process to maximize intervention relevance, fidelity, effectiveness and implementation.
2. Develop a Patient and Public Involvement strategy for your research project
3. Define and summarize the need for implementation science
4. Use frameworks and theories from behavioural science to systematically develop and evaluate implementation interventions

Core elements to be discussed

1. Engaging relevant stakeholders throughout the entire research process to maximize intervention relevance, fidelity, effectiveness and implementation
2. The problem that implementation science addresses
3. Identifying implementation barriers/enablers (frameworks: options, how to select and justify)
4. Selecting fit for purpose implementation strategies and techniques (taxonomies) and evaluating implementation (designs, process and outcomes)

Readings

1. Byrne, M. (2019). Increasing the impact of behavior change intervention research: Is there a role for stakeholder engagement? Health Psychology, 38(4), 290. https://pubmed.ncbi.nlm.nih.gov/30896215/
2. Presseau et al. (2022). Enhancing the translation of health behaviour change research into practice: a selective conceptual review of the synergy between implementation science and health psychology. Health Psychology Review, 16, 22-49. https://www.tandfonline.com/doi/10.1080/17437199.2020.1866638

Other Resources

1. Meade, O., O’Brien, M., Noone, C., Lawless, A., McSharry, J., Deely, H., … & Byrne, M. (2023). Exploring barriers and enablers to the delivery of Making Every Contact Count brief behavioural interventions in Ireland: A cross‐sectional survey study. British Journal of Health Psychology, 28(3), 753-772. https://pubmed.ncbi.nlm.nih.gov/36843183/
3. Burton E, Carvalho M, Dunne P, Gibson I, Haseldine C, Kenny E & Meade, O. (2022) Guidance Document for Patient and Public Involvement within the Collaborative Doctoral Programme in Chronic Disease Prevention (CDP-CDP). Available here: https://www.universityofgalway.ie/cdp-cdp/ppi/ppiresources/
4. Morrissey, E. C., Byrne, M., Casey, B., Casey, D., Gillespie, P., Hobbins, A., … & Dinneen, S. F. (2022). Improving outcomes among young adults with type 1 diabetes: the D1 Now pilot cluster randomised controlled trial. Pilot and Feasibility Studies, 8(1), 56. https://pmc.ncbi.nlm.nih.gov/articles/PMC8902268/
5. Morrissey, E. C., Casey, B., Hynes, L., D1 Now Young Adult Panel, Dinneen, S. F., & Byrne, M. (2021). Supporting self-management and clinic attendance in young adults with type 1 diabetes: development of the D1 Now intervention. Pilot and Feasibility Studies, 7, 1-17. https://link.springer.com/article/10.1186/s40814-021-00922-z
6. Wolfenden, L., Foy, R., Presseau, J., Grimshaw, J.M., Ivers, N.M., Powell, B.J., Taljaard, M., Wiggers, J., Sutherland, R., Nathan, N., Williams, C.M., Kingsland, M., Milat, A., Hodder, R.K., Yoong, S.L. (2021). Designing and undertaking randomized implementation trials: guide for researchers. BMJ, 372: m3721. https://www.bmj.com/content/372/bmj.m3721
7. Atkins, L., Francis, J., Islam, R., O’Connor, D., Patey, A., Ivers, N., . . . Michie, S. (2017). A guide to using the Theoretical Domains Framework of behaviour change to investigate implementation problems. Implementation Science, 12(1), 77. doi:10.1186/s13012-017-0605-9
8. Lane-Fall MB, Curran GM, Beidas RS. Scoping implementation science for the beginner: locating yourself on the “subway line” of translational research. BMC Med Res Methodol. 2019;19(1):133. doi:10.1186/s12874-019-0783-z
9. Patey AM, Fontaine G, Francis JJ, McCleary N, Presseau J, Grimshaw JM. Healthcare professional behaviour: health impact, prevalence of evidence-based behaviours, correlates and interventions. Psychol Health. 2023;38(6):766-794. doi:10.1080/08870446.2022.2100887
10. Wilson P, Kislov R. Implementation Science. Elem Improv Qual Saf Healthc. Published online October 2022. doi:10.1017/9781009237055
11. Graham ID, et al. (2006). Lost in knowledge translation: Time for a map? Journal of Continuing Education in the Health Professions; 26(1):13-24. https://pubmed.ncbi.nlm.nih.gov/16557505/
12. French SD, Green SE, O’Connor DA, et al (2012). Developing theory-informed behaviour change interventions to implement evidence into practice: a systematic approach using the Theoretical Domains Framework. Implementation Science;7:1–8. https://pmc.ncbi.nlm.nih.gov/articles/PMC3443064/
13. Two good online modules/video series on implementation science:
    • Centre for Implementation Research, Ottawa Hospital Research Centre
    • Training Institute for Dissemination and Implementation Research in Cancer (TIDIRC) OpenAccess

Slides

Download Session 2B slide deck

Recording

Watch Session 2B recording

Faculty member

Sylvie Lambert, PhD RN

Objectives and Core Elements

By the end of this session participants will be able to:

1. Explain how Sequential Multiple Assignment Randomized Trials (SMARTs) are used to develop adaptive interventions.
2. Distinguish SMARTs from traditional randomized controlled trials.
3. Describe the key design features of a SMART trial, including stages, tailoring variables, response criteria, and decision rules.
4. Identify research questions that are well suited to a SMART design.
5. Recognize common methodological and practical challenges in designing and conducting SMART trials.

Core elements to be discussed

1. What SMART trials are and how they differ from traditional randomized controlled trials
2. Key design components, including multiple stages of randomization, tailoring variables, and decision rules
3. How SMART trials inform adaptive interventions by identifying what works best, for whom, and when
4. Practical and methodological considerations in designing, conducting, and interpreting SMART trials

Readings

1. Lambert, S., Moodie, E.E.M., McCusker, J., Lokhorst, M., Harris, C., Langmuir, T., Belzile, E., Laizner, A.M., Brahim, L.O., Wasserman, S., Chehayeb, S., Vickers, M., Duncan, L., Esplen, M.J., Maheu, C., Howell, D. and de Raad, M. (2025), Translating Evidence-Based Self-Management Interventions Using a Stepped-Care Approach for Patients With Cancer and Their Caregivers: A Pilot Sequential Multiple Assignment Randomized Trial Design. Psycho-Oncology, 34: e70043. https://doi.org/10.1002/pon.70043
2. Lambert SD, Brahim LO, Moodie EE. Being SMART about Behavioral Intervention Trials for the Management of Chronic Conditions: Lessons Learned Using Sequential Multiple Assignment Randomized Trials (SMARTs): Chapman and Hall/CRC, 2023. [URL to be provided shortly]
3. Kidwell KM, Almirall D. Sequential, Multiple Assignment, Randomized Trial Designs. JAMA. 2023;329(4):336–337. https://pmc.ncbi.nlm.nih.gov/articles/PMC10061579/

Other Resources

1. Almirall, D., Compton, S.N., Gunlicks-Stoessel, M., Duan, N. and Murphy, S.A. (2012), Designing a pilot sequential multiple assignment randomized trial for developing an adaptive treatment strategy. Statist. Med., 31: 1887-1902. https://doi.org/10.1002/sim.4512.
2. Almirall D, Nahum-Shani I, Sherwood NE, Murphy SA. Introduction to SMART designs for the development of adaptive interventions: with application to weight loss research. Transl Behav Med. 2014 Sep;4(3):260-74. doi: 10.1007/s13142-014-0265-0. PMID: 25264466; PMCID: PMC4167891.

Slides

Download Session 3A slide deck

Recording

Watch Session 3A recording

Faculty member

Simon Bacon, PhD

Objectives and Core Elements

Not available

Readings

None

Other Resources

None

Slides

Download Session 3B slide deck

Recording

Watch Session 3B recording

Faculty Members

Marta Marques, PhD
Molly Bryne, PhD

Objective and Core Elements

By the end of this session participants will be able to:

1. Recognize the importance of using frameworks and ontologies when developing behaviour change interventions.
2. Identify the core elements of the Behaviour Change Wheel Framework.
3. Identify core behaviour change techniques and apply them to construct intervention components.
4. Recognize ways of experimentally test components of interventions.
5. Apply theory and experimentation to develop and test intervention components through a case study.

Core Elements

1. Frameworks and ontologies for systematic intervention development: Integration and Complementarity between methods.
2. Core elements of the behaviour change wheel (including the COM-B Model) and of the Ontology of behaviour change techniques, and how they can be used in combination to inform well-design interventions.
3. Experimental testing of intervention components (small-scale).
4. Integrating frameworks, techniques, and experimentation to develop and test intervention components through a case study.

Readings

1. Marques M.M., Wright A.J., Corker E., Johnston M., West R., Hastings J., Zhang L., Michie S. (2024). The Behaviour Change Technique Ontology: Transforming the Behaviour Change Technique Taxonomy v2. Wellcome Open Research 2023, 8:308. doi:10.12688/wellcomeopenres.19363.1
2. Michie, S., van Stralen, M.M. & West, R. (2011). The behaviour change wheel: A new method for characterising and designing behaviour change interventions. Implementation Science, 6: 42. doi: 10.1186/1748-5908-6-42

Other Resources

1. Byrne M., Marques M.M., Pfammatter A.F. (2026). Complex Interventions: A Behaviour Change Perspective. In Complex Interventions in Health: An Overview of Research Methods, D.Richards et al. (2nd Ed.), chapter 10. Routledge.
2. Crawshaw, J., Meyer, C., Antonopoulou, V., Antony, J., Grimshaw, J. M., Ivers, N., … & Lorencatto, F. (2024). Identifying behaviour change techniques in 287 randomized controlled trials of audit and feedback interventions targeting practice change among healthcare professionals (vol 18, 63, 2023). Implementation Science, 18(1).
3. Zhang L, Schenk PM, Santilli M et al. Linking behaviour change techniques to mechanisms of action: Using the Theory and Techniques Tool alongside the Behaviour Change Intervention Ontology [version 2; peer review: 3 approved]. Wellcome Open Res 2025, 10:192 (https://doi.org/10.12688/wellcomeopenres.23879.2)
4. Wojcik, G., Ring, N., Willis, D. S., Williams, B., & Kydonaki, K. (2024). Improving antibiotic use in hospitals: development of a digital antibiotic review tracking toolkit (DARTT) using the behaviour change wheel. Psychology & Health, 39(11), 1635–1655. https://doi.org/10.1080/08870446.2023

Slides

Download Session 4 (Marques) slide deck and Session 4 (Byrne) slide deck #2

Recording

Watch Session 4 recording

Faculty member

Simon Bacon, PhD

Objective

Not available

Required Readings

None

Additional Readings

None

Slides

Download Session 5 slide decks: Proof-of-Concept Studies and Feasibility Studies

Recording

Watch Session 5 recording

Faculty Members

Konstadina Griva, PhD and Sean Locke, PhD

Objectives and Core Elements

By the end of this session participants will be able to:

1. Identify the different types of trial outcomes and their purposes
2. Describe the unique challenges associated with selecting outcomes for behavioural trials
3. Define core outcome sets, their benefits, and how they can improve outcome selection and reporting in behavioural trials

Elements that will be discussed during the session:

1. The definition and classification of trial outcomes
2. How to select outcomes according to study purpose and design
3. Challenges associated with selecting outcomes for behavioural trials
4. The definition and rationale for using core outcome sets and the purpose of the Core Outcome Measures in Effectiveness Trials (COMET) Initiative

Readings

1. Powell L. Outcomes. In: Behavioral Clinical Trials for Chronic Diseases, 2021, Springer: p 209-236. Download here
2. Williamson PR, Altman DG, Bagley H, Barnes KL, Blazeby JM, Brookes ST, et al. The COMET Handbook: version 1.0. Trials. 2017;18(Suppl 3):280. https://pubmed.ncbi.nlm.nih.gov/28681707/

Other Resources

1. Bhatty A, Wilkinson C, Aktaa S, Batra G, Beska B, Khaing PH, Wahab A, Raveendra K, Taha A, Nadarajah R, Bhatt DL, Stables R, Camm J, Kharbanda RK, Newby DE, Petrie MC, Wu J, Sydes MR, Gale CP. Outcome measures for randomised clinical trials and multicentre observational studies of cardiovascular diseases published in major clinical journals: systematic review and evidence mapping. Heart. 2025;111(23):1124-1134. doi: 10.1136/heartjnl-2025-326045.
2. Dodd S, Gorst SL, Young A, Lucas SW, Williamson PR. Patient participation impacts outcome domain selection in core outcome sets for research: an updated systematic review. J Clin Epidemiol. 2023;158:127-133. doi: 10.1016/j.jclinepi.2023.03.022.
3. Karumbi J, Gorst SL, Gathara D, Gargon E, Young B, Williamson PR. Inclusion of participants from low-income and middle-income countries in core outcome sets development: a systematic review. BMJ Open. 2021 Oct 19;11(10):e049981. doi: 10.1136/bmjopen-2021-049981.
4. Matvienko-Sikar K, O’Shea J, Kennedy S, Thomas SD, Avery K, Byrne M, McHugh S, O’ Connor DB, Saldanha IJ, Smith V, Toomey E, Dwan K, Kirkham JJ. Selective outcome reporting in trials of behavioural health interventions in health psychology and behavioural medicine journals: a review. Health Psychol Rev. 2024;18(4):824-838. doi: 10.1080/17437199.2024.2367613.

Slides

Download Session 6A slides

Recording

Watch Session 6A recording

Faculty Member

Kim Lavoie, PhD

Objectives and Core Elements

By the end of this session participants will be able to:

1. Recognize the importance of evaluating intervention implementation (i.e., interventionist fidelity) and uptake (i.e., participant adherence)
2. Identify appropriate methods and tools for assessing intervention implementation and uptake

Elements that will be discussed during the session:

1. Describe the role and importance of the interventionist in behavioral trials, and methods and tools to assess and optimize intervention fidelity
2. Describe the role and importance of participant adherence in behavioral trials, and methods and tools to assess and optimize participant adherence

Readings

1. Borelli B. The Assessment, Monitoring, and Enhancement of Treatment Fidelity In Public Health Clinical Trials, Journal of Public Health Dentistry, 2011. https://pmc.ncbi.nlm.nih.gov/articles/PMC3074245/
2. Robb et al, Ensuring Treatment Fidelity in a Multi-site Behavioral Intervention Study: Implementing NIH Behavior Change Consortium Recommendations in the SMART Trial, Psycho-oncology, 2011. https://pmc.ncbi.nlm.nih.gov/articles/PMC3198011/
3. Mars et al, Fidelity in complex behaviour change interventions: a standardised approach to evaluate intervention integrity, BMJ Open, 2013. https://pubmed.ncbi.nlm.nih.gov/24240140/

Other Resources

1. Nelson MC, Cordray DS, Hullman CS et al. A procedure for assessing intervention fidelity in experiments testing educational a behavioral interventions (2012). Journal of Behavioral Health Services and Research. https://pubmed.ncbi.nlm.nih.gov/22935907/
2. Bellg et al. Enhancing Treatment Fidelity in Health Behavior Change Studies: Best Practices and Recommendations From the NIH Behavior Change Consortium. Health Psychology, 2004. https://pubmed.ncbi.nlm.nih.gov/15367063/

Slides

Download Session 6B slides

Recording

Watch Session 6B recording

Faculty members

Simon Bacon, PhD
Samira Rahimi, PhD
Marta Kersten-Oertel, PhD
Martin French, PhD

Required before the session!

Create a free account on Elicit
Please create an account on the Elicit platform no later than Wednesday morning
When offered to choose a plan, enter you name at the very top of the page and use the “Skip” button next to the button at the bottom. This is the path to use to access a Free account.

Objective

Not available

Required Readings

None

Additional Readings

None

Slides

Download Session 7 slide decks

• Dr. Kersten-Oertel
• Dr. Rahimi (no video)
• Dr. Boudreau
• Dr. French

Recordings

• Watch Session 7 – Dr. Rahimi
• Watch Session 7 – Dr. French
• Watch Session 7 – Dr. Kersten-Oertel
• Watch Session 7 – Dr. Boudreau

ASSIGNMENT 3

PROTOCOL DEVELOPMENT

Instructions

Coming soon

ASSIGNMENT 4

GROUP PROTOCOL PRESENTATION

Instructions

Coming soon

ASSIGNMENT 5

SELF-REFLECTION EXERCISE

Instructions

Download instructions

Protocol

To follow

Presentation

• Download Group 1’s presentation
• Watch Group 1’s presentation (video)

Protocol

To follow

Presentation

• Download Group 2’s presentation
• Watch Group 2’s presentation (video)

Protocol

To follow

Presentation

• Download Group 3’s presentation
• Watch Group 3’s presentation (video)

Protocol

To follow

Presentation

• Download Group 4’s presentation
• Watch Group 4’s presentation (video)

Protocol

To follow

Presentation

• Download Group 5’s presentation
• Watch Group 5’s presentation (video)

Protocol

To follow

Presentation

• Download Group 6’s presentation
• Watch Group 6’s presentation

Thank you for all your submissions!