The largest database of trusted experimental protocols
> Procedures > Health Care Activity > Program Development

Program Development

Program Development is the process of creating and implementing computer programs or software applications.
This involves planning, designing, coding, testing, and deploying the program to meet specific user or organizational needs.
The program development lifecycle typically includes requirements gathering, architecture design, implementation, testing, and maintenance.
Effective program development requires skills in programming languages, software engineering, project management, and problem-solving.
It enables the creation of innovative digital solutions to enhance productivity, automate tasks, and provide new functionalities.
Program Development is a crucial aspect of the technology industry and is essential for adavancing digital capabilities across various domains.

Most cited protocols related to «Program Development»

OHDSI grew out of the Observational Medical Outcomes Partnership (OMOP) [4 (link)], which was a public-private partnership established in the US to inform the appropriate use of observational healthcare databases for studying the effects of medical products. The five-year project developed new methods in observational research and established an observational research laboratory. At the conclusion of this five-year project, the OMOP research investigators initiated the OHDSI effort, and the research laboratory moved to the Reagan-Udall Foundation for the FDA under the Innovation in Medical Evidence Development and Surveillance (IMEDS) Program [5 ].
A centerpiece of the OMOP project was the development of the OMOP Common Data Model (CDM) [4 (link)] which represents healthcare data from diverse sources in a consistent and standardized way (see Table 1). This CDM is a “strong” information model, in which the encoding and relationships among concepts are explicitly and formally specified. The OHDSI team has adopted and continued maintenance of this model and its associated vocabulary services. OHDSI’s overall approach is to create an open network of observational data holders, and require that they translate their data to the OMOP CDM. Each element in the participant’s database must be mapped to the approved CDM vocabulary and placed in the data schema. In return, this approach creates a unique opportunity of implementing a number of existing data exploration and evidence generation tools and participating in world-wide studies because any given query can be executed at any site without modification. This enables multicenter, global analyses to be executed rapidly and efficiently using applications or programs developed at a single site.
Data are retained at the participant’s site, simplifying patient and business privacy issues. The team previously found that simply merging the databases is likely to give poor answers because of the heterogeneity [6 ]. Instead, the analyses are carried out locally and the results are transmitted to the coordinating center, where they can be studied on a population level and aggregated as appropriate.
OHDSI operates at several levels: infrastructure, data, methods, applications, and experiments. These levels serve both to support and inform the work of each other to ensure that the infrastructure and products support the mission. Rather than just creating a data network, OHDSI directly integrates the researchers who use the network and the data scientists who create the algorithms with the use cases for the data network.
The group’s guiding principles are that the effort be
To achieve the principle of inclusivity, OHDSI is an open collaborative. Anyone who can give time, data, or funding is welcome, and participation in the operation of OHDSI is expected. Currently, participants come from around the world, including the United States, United Kingdom, Netherlands, Sweden, Italy, Korea, Taiwan, Hong Kong, and Australia.
Publication 2015
Genetic Heterogeneity Patients Program Development
The RSEQtools suite contains a set of modules to perform a large variety of tasks including the quantification of expression values, manipulation of gene annotation sets, visualization of the mapped reads, generation of signal tracks, the identification of transcriptional active regions and several auxiliary utilities (Supplementary Table S1).
Genome annotation tools: to generate a splice junction library from any annotation set, we extract the genomic sequences of all the exons and synthetically create all splice junctions specified in the annotation set. This splice junction library can be used in combination with the reference sequences. A second tool is particularly useful when estimating expression levels. In order to capture the information of the various transcript isoforms, a ‘gene model’ is required. The module mergeTranscripts collapses the transcript isoforms into a single gene model by either taking the union or intersection of the exonic nucleotides.
Quantification of gene expression: one of the key features of RNA-Seq is the quantification of expression at different levels. Hence, a key module calculates the gene expression values for a given annotation set and a collection of mapped reads in MRF format. The annotation set specifies which ‘elements’ will be quantified. The program mrfQuantifier calculates RPKM (reads per kilobase per million mapped reads) values at the nucleotide level (Mortazavi et al., 2008 ). Briefly, for a given entry in the annotation set (typically an exon or gene model), the number of nucleotides from all the reads that overlap with this annotation entry are added up and then this count is normalized by sequence length of the annotation entry (per killobase) and by the total number of mapped nucleotides (per million). This calculation is not performed at the transcript level, which requires a more sophisticated analysis (Guttman et al., 2010 (link); Trapnell et al., 2010 (link)).
Visualization of mapped reads: the RSEQtools package also contains various tools for visualizing the results in genome browsers, by means of wiggle (WIG) and bedGraph files, which are commonly used to represent a signal track of mapped reads. Also, a GFF file can be generated from MRF files to visualize splice junction reads (example in Fig. 1).
Identification of transcriptionally active regions (TARs): transcribed regions can be identified de novo by performing a maxGap/minRun segmentation (Kampa et al., 2004 (link); Royce et al., 2005 (link)) from the signal files using the wigSegmenter program. Briefly, the signal is first thresholded to identify transcribed elements. Contiguous elements whose distance is less than ‘maxGap’ are joined together and then filtered if the final size is less than ‘minRun’. This type of analysis is particularly useful in discovering novel TARs such as small RNAs, etc.
MRF selection and auxiliary utilities: lastly, RSEQtools includes a set of utilities to easily manipulate MRF files and a collection of format conversion tools allowing for rapid pipeline development.
Implementation and run time: the modules of the RSEQtools suite were implemented in C and the code was optimized in order to efficiently handle large datasets. The importance of code scalability cannot be overemphasized in a time where datasets become increasingly large and easily exceed several gigabytes. For example, the conversion of an ELAND export file (uncompressed file size: ∼4 GB; total number of reads: ∼20 million; number of mapped reads: ∼12 million) to MRF takes ∼2 min and the resulting MRF file is significantly smaller (∼400 MB uncompressed, ∼130 MB compressed with gzip). Converting the same ELAND export file to SAM generates a file of ∼3.1 GB (uncompressed) and the corresponding BAM file has a size of ∼1.2 GB. The subsequent quantification of gene expression using mrfQuantifier requires 45 s to calculate estimates for about 20 000 genes.
In addition, the modularity of RSEQtools also enables the development of additional programs in any programming language and their seamless integration into this framework. Finally, most modules use STDIN and STDOUT to process the data, making them suitable to be integrated into an automated pipeline.
Publication 2010
DNA Library Exons Gene Annotation Gene Expression Genes Genome Nucleotides Program Development Protein Isoforms RNA RNA-Seq Shock Transcription, Genetic

Protocol full text hidden due to copyright restrictions

Open the protocol to access the free full text link

Publication 2016
allobarbital Child Face Fingers Program Development Vaccination Vaccines Woman
This investigation used data from a National Institute of Mental Health–funded Validation of Preschool Depression Study. The Preschool Depression Study is an ongoing, multi-method, multi-informant (parents, children, and teachers), longitudinal investigation of 306 preschoolers. Comprehensive assessments were conducted at 3 annual waves in the Early Emotional Development Program at the Washington University School of Medicine in St Louis, St Louis, Missouri. From May 2003 to March 2005, children aged 3 to 5.11 years were recruited from pediatricians’ offices, daycare centers, and preschools in the St Louis metropolitan area using the Preschool Feelings Checklist (PFC).34 Approximately 6000 PFCs were distributed to recruitment sites and 1474 PFCs (25%) were returned to the Early Emotional Development Program. Caregivers who endorsed no items on the PFC; 2 or more internalizing items; and/or 2 or more externalizing items (n = 899) were contacted by telephone for further screening. Excluded were children with chronic medical illnesses, neurological problems, pervasive developmental disorders, or language and/or cognitive delays as well as those outside of the study age range. Of the 416 eligible caregiver-child dyads, 306 agreed to participate and presented for baseline assessment; details have been published previously.24 (link) It is important to note that the recruitment techniques used in this study were designed to oversample for preschoolers with or at risk of depression. Therefore, the recruitment numbers provided cannot be used to estimate the prevalence rates of preschool MDD in the general population.
Publication 2009
Child Child, Preschool Cognition Disease, Chronic Emotions Feelings Parent Pediatricians Pervasive Development Disorders Pharmaceutical Preparations Program Development
Realist evaluations set out to develop, support, refute or refine aspects of realist programme theory (or theories). All programmes or initiatives will (implicitly or explicitly) have a programme theory or theories [32 ] – ideas about how the programme is expected to cause its intended outcomes – and these should be articulated here. Initial programme theories may or may not be realist in nature. As an evaluation progresses, a programme theory that was not initially realist in nature will need to be developed and refined so that it becomes a realist programme theory (that is, addressing all of context, mechanism and outcome) [33 ].
Programmes are theories incarnate. Within a realist evaluation, programme theory can serve many functions. One of its functions is to describe and explain (some of) how and why, in the ‘real world’, a programme ‘works’, for whom, to what extent and in which contexts (the assumption that the programmes will only work in some contexts and for some people, and that it may fire different mechanisms in different circumstances, thus generating different outcomes, is one of the factors that distinguishes realist programme theory from other types of programme theory). Other functions include focusing an evaluation, identifying questions, and determining what types of data need to be collected and from whom and where, in order to best support, refute or refine the programme theory. The refined programme theory can then serve many purposes for evaluation commissioners and end users [34 (link)]. It may support planning and decision-making about programme refinement, scaling out and so on.
Different processes can be used for ‘uncovering’ or developing initial programme theory, including literature review, programme documentation review, and interviews and/or focus groups with key informants. The processes used to develop the programme theory are usually different from those used later to refine it. The programme theory development processes needs to be clearly reported for the sake of transparency. The processes used for programme theory development may be reported here or in ‘Item 13: Data analysis’.
A figure or diagram may aid in the description of the programme theory. It may be presented early in the report or as an appendix.
Sometimes, the focus of the evaluation will not be ‘the programme itself’ but a particular aspect of, or question about, a programme (for example, how the programme affects other aspects of the system in which it operates). The theory that is developed or used in any realist evaluation will be relevant to the particular questions under investigation.
Full text: Click here
Publication 2016
Program Development

Most recents protocols related to «Program Development»

CHAMP will be implemented by two motor development researchers who are Ph.D. students. The lead instructor has 6 years of experience implementing the CHAMP intervention and was involved in the development of the program. The second instructor has a degree in physical education and a background in motor intervention implementation. Additional research personnel (n = 1–2) will be present to assist with other managerial tasks for the intervention (e.g., ensure that the cameras are recording, record attendance, equipment set-up and breakdown, collecting and returning of children to classroom, fidelity checks, etc.).
All research personnel will undergo training before the start of the intervention. The training takes approximately 40 hours to complete. The training will include readings and discussion on (a) Achievement Goal Theory and mastery climates in general and in regards to movement interventions, (b) cue words best practices in motor skill instruction and feedback, and (c) best pedagogical practices for preschool-aged children. All lead instructors must undergo additional training whereby they will watch three previously recorded instructional sessions of the CHAMP intervention and discuss how achievement goal theory and the TARGET structures were implemented in the intervention. Lastly, each instructor will complete a mock CHAMP session and practice station set up, skill and CHAMP instruction, individual feedback and recognition on motor performance, and CHAMP closing. Both the reviewed videos and the mock CHAMP session will be completed under the direction of the lead author and creator of CHAMP (LER), and instructors have to demonstrate 100% fidelity with CHAMP and TARGET structures prior to the start of the intervention.
Full text: Click here
Publication 2023
Catabolism Child Child, Preschool Climate Motor Skills Movement Physical Education Program Development Student
The study setting was the FAIMER (Foundation for Advancement of International Medical Education and Research) Institute Fellowship, a US-based faculty development program established in 2001 that aims to improve the teaching performance and leadership skills of international health professions educators [25 (link)]. At the time of this study, this two-year program, informed by principles of transformational learning [26 (link)], was composed of two onsite sessions in Philadelphia, followed by two distance learning sessions. An education project, to be implemented in participants’ home institutions, was a focal point for learning and a vehicle for creating a transnational community of educators [27 (link)]. Almost 2000 educators from over 40 countries have participated in the FAIMER Institutes [25 (link)].
We recruited participants from five cohorts of FAIMER Fellows (2014–2019) and from FAIMER Faculty who were actively involved in the program. Criteria for active involvement included Faculty who were considered “lead faculty” in at least one session during the onsite program and Faculty who had taught in FAIMER within the last 3–5 years and were, therefore, familiar with the current program content and culture. While FAIMER offers several Regional Institutes in different countries, we selected study participants from the Philadelphia site because it represents an international cohort. To introduce the study and research team, WB and RV sent e-mails to the eligible population (72 Fellows and 10 Faculty); this was followed by a detailed e-mail invitation from SMH and YS to the same list. Altogether, 40 Fellows and 5 Faculty agreed to participate, from which we purposefully sampled participants to ensure heterogeneity in gender, nationality, disciplinary background, and cohort year. We enrolled study participants until we reached informational sufficiency, which occurred when new data did not lead to new themes or modifications of data interpretation [28 (link)].
Full text: Click here
Publication 2023
Education, Medical Faculty Fellowships Gender Genetic Heterogeneity Program Development Teaching
Five socioeconomic indicators were included as SSDH: (1) Community Human Development Index (CHDI), (2) urban/rural location of the district, (3) school type, (4) caregiver’s education, and (5) family income (see Table 1).
CHDI is a local adjustment indicator created by the Chilean office of the United Nations Development Program [24 ]. CHDI estimates district-level development conceptualized as social advantage in the country and allows comparison between districts. Interpretation of this indicator is national; it cannot be used to compare across countries. To define location as urban or rural, we used the Chilean National Statistics Institute (INE) criteria, which defines a rural community as less than 1,000 inhabitants, or with less than 50% of the population working in secondary or tertiary occupational activities. School type is defined by the Chilean Ministry of Education as public, private subsidized (partially subsidized by the government), and private paid (not subsidized by the government).
Formal caregiver/parents’ education level was categorized as: primary (up to 8 years), secondary (8 to 12 years), and post-secondary (more than 12 years). Family income at the examination was considered as an ordinal variable of six categories, with the lowest category at the Chilean monthly minimum salary CLP $225,000 (approximately USD $300), and each category increasing in increments of CLP $500,000 (approximately USD $700).
Full text: Click here
Publication 2023
Homo sapiens Human Development Parent Program Development Rural Communities

Protocol full text hidden due to copyright restrictions

Open the protocol to access the free full text link

Publication 2023
Program Development
In addition to the limitations inherent to our research, we encourage readers to keep our own positionality as authors in mind when engaging with this work (Secules et al., 2021 (link)). One of our co-authors (JFR) was an original developer of the Freeform environment, and our team has been conducting research within the context of Freeform for more than 5 years. As such, we have developed understandings and expectations regarding its effects on student experience. We have no doubt that, despite our best efforts to bracket our assumptions (Fischer, 2009 (link)), our research and later findings will be colored by these previous research efforts. We recommend that readers contextualize this study within prior findings as they interpret and apply our results to their own contexts.
Our current interest in students’ experience and agency has taken years to develop. Research regarding Freeform has slowly shifted from early efforts centered on program development and evaluation to a more nuanced, intentional, and empathetic engagement with student experience. As tenure-track faculty (all PUWL faculty members were tenured at the time of writing), researchers, and former undergraduate students ourselves, we are each invested in the effort to better understand and improve the learning experiences of engineering undergraduates. However, due to our positions as paid researchers at a research-intensive university, we necessarily inhabit a position of privilege and perceived authority in our interactions with student (and perhaps faculty) participants. In addition, most of our team identifies as white or as men, labels which bear their own inherent privilege. The ramifications of this privilege and perceived power naturally extend to the collection of data and the creation of our research products, as the findings depicted here are interpreted and represented based on our own academic insight. The data represented here have been filtered multiple times, and in multiple ways, through our own scholarly lens—a fact which should be considered when engaging with this study. Though we have tried to empathize with the experiences described here as best we can, and to depict stories in an authentic manner, our analysis cannot relate the unmediated voices of our student participants.
Full text: Click here
Publication 2023
Bears Faculty Lens, Crystalline Program Development Student

Top products related to «Program Development»

Sourced in United States, China, United Kingdom, Germany, Australia, Japan, Canada, Italy, France, Switzerland, New Zealand, Brazil, Belgium, India, Spain, Israel, Austria, Poland, Ireland, Sweden, Macao, Netherlands, Denmark, Cameroon, Singapore, Portugal, Argentina, Holy See (Vatican City State), Morocco, Uruguay, Mexico, Thailand, Sao Tome and Principe, Hungary, Panama, Hong Kong, Norway, United Arab Emirates, Czechia, Russian Federation, Chile, Moldova, Republic of, Gabon, Palestine, State of, Saudi Arabia, Senegal
Fetal Bovine Serum (FBS) is a cell culture supplement derived from the blood of bovine fetuses. FBS provides a source of proteins, growth factors, and other components that support the growth and maintenance of various cell types in in vitro cell culture applications.
Sourced in United States, China, Germany, United Kingdom, Japan, France, Canada, Australia, Italy, Switzerland, Belgium, New Zealand, Spain, Israel, Sweden, Denmark, Macao, Brazil, Ireland, India, Austria, Netherlands, Holy See (Vatican City State), Poland, Norway, Cameroon, Hong Kong, Morocco, Singapore, Thailand, Argentina, Taiwan, Province of China, Palestine, State of, Finland, Colombia, United Arab Emirates
RPMI 1640 medium is a commonly used cell culture medium developed at Roswell Park Memorial Institute. It is a balanced salt solution that provides essential nutrients, vitamins, and amino acids to support the growth and maintenance of a variety of cell types in vitro.
Sourced in United States, Germany, United Kingdom, China, Italy, Sao Tome and Principe, France, Macao, India, Canada, Switzerland, Japan, Australia, Spain, Poland, Belgium, Brazil, Czechia, Portugal, Austria, Denmark, Israel, Sweden, Ireland, Hungary, Mexico, Netherlands, Singapore, Indonesia, Slovakia, Cameroon, Norway, Thailand, Chile, Finland, Malaysia, Latvia, New Zealand, Hong Kong, Pakistan, Uruguay, Bangladesh
DMSO is a versatile organic solvent commonly used in laboratory settings. It has a high boiling point, low viscosity, and the ability to dissolve a wide range of polar and non-polar compounds. DMSO's core function is as a solvent, allowing for the effective dissolution and handling of various chemical substances during research and experimentation.
Sourced in Japan, Germany
The Jasco-815 CD spectrometer is a laboratory instrument designed to measure the circular dichroism (CD) of samples. It provides accurate and reliable measurements of the differential absorption of left and right-circularly polarized light by chiral molecules or materials. The core function of the Jasco-815 CD spectrometer is to enable researchers and scientists to analyze the structural and conformational properties of various compounds in their samples.
Sourced in Switzerland, United States, United Kingdom, Belgium, France, Germany, Australia, Canada, Italy, Japan, Spain
The MycoAlert Mycoplasma Detection Kit is a biochemical test used to detect the presence of mycoplasma contamination in cell cultures. The kit utilizes a bioluminescent enzyme reaction to measure the level of mycoplasma-specific enzymes, providing a rapid and sensitive method for mycoplasma detection.
Sourced in United States, China, United Kingdom, Germany, France, Canada, Japan, Australia, Italy, Switzerland, Belgium, New Zealand, Austria, Netherlands, Israel, Sweden, Denmark, India, Ireland, Spain, Brazil, Norway, Argentina, Macao, Poland, Holy See (Vatican City State), Mexico, Hong Kong, Portugal, Cameroon
RPMI 1640 is a common cell culture medium used for the in vitro cultivation of a variety of cells, including human and animal cells. It provides a balanced salt solution and a source of essential nutrients and growth factors to support cell growth and proliferation.
Sourced in United States
The Echo acoustic dispenser is a laboratory equipment designed for non-contact liquid handling. It utilizes acoustic energy to precisely transfer small volumes of liquids without the need for physical contact, enabling efficient and contamination-free sample processing.
Sourced in United States, United Kingdom, China, Germany, Canada, Morocco, Japan, Italy, Switzerland, France, Israel, Singapore, Hong Kong, Sweden, Macao, Panama
β-actin is a cytoskeletal protein that is ubiquitously expressed in eukaryotic cells. It is a component of the microfilament system and plays a crucial role in various cellular processes, such as cell motility, maintenance of cell shape, and intracellular trafficking.
Sourced in United States, China, Germany, United Kingdom, France, Italy, Canada, Switzerland, Japan, Australia, Austria, Belgium, Brazil, India, Spain, Ireland, Netherlands, Israel
DMEM medium is a commonly used cell culture medium formulated to support the growth and maintenance of a variety of cell types in vitro. It provides essential nutrients, vitamins, and other components required for cell proliferation and survival.
Sourced in United States, Germany, Belgium
The FITC Annexin V Apoptosis Detection Kit II is a laboratory product designed for the detection and quantification of apoptosis in cell samples. The kit utilizes Annexin V, a calcium-dependent phospholipid-binding protein, conjugated with the fluorescent dye FITC, to identify cells undergoing apoptosis.

More about "Program Development"

Unlock the Secrets of Successful Program Development: A Comprehensive Guide.
Delve into the intricate world of program development, where creativity, technical expertise, and problem-solving converge to create innovative digital solutions.
From planning and designing to coding, testing, and deployment, the program development lifecycle encompasses a multifaceted process that enables the creation of cutting-edge software applications.
Harness the power of programming languages, software engineering principles, and project management strategies to bring your digital ideas to life.
Effective program development requires a diverse skillset, including proficiency in languages like RPMI 1640 medium, DMSO, and β-actin, as well as familiarity with tools like the Jasco-815 CD spectrometer and the Echo acoustic dispenser.
Streamline your research process with the help of AI-driven platforms like PubCompare.ai, which provide intelligent protocol comparisons and seamless workflow integration.
Unlock precision, optimize your research, and boost productivity with the latest advancements in program development.
Explore the subtopics within this dynamic field, such as requirements gathering, architecture design, implementation, testing, and maintenance.
Stay ahead of the curve by understanding the evolving trends and technologies that are shaping the future of program development.
Whether you're a seasoned programmer, a budding tech enthusiast, or a researcher seeking to enhance your digital capabilities, this comprehensive guide will equip you with the knowledge and insights to navigate the exciting realm of program development.
Embark on a journey of innovation, automation, and digital transformation, and unlock the full potential of your programing prowess.