Yoxas/statistical_literacy huggingface dataset:
The aim of this study was to compare the effects of two immersive simulation-based education instructional designs, immersive simulation with team deliberate practice and immersive repeated standard simulation, when delivered over the same time on the knowledge and self-efficacy of nursing students. Implementing immersive simulation-based education is not without its resource challenges, making it prohibitive for simulation educators to include it in their curricula. Subsequently, there is a need to identify instructional designs that meet these challenges. A two-stage mixed methods approach was used to compare the two instructional designs. In stage one, data were collected using questionnaires and differences estimated using analysis of covariance. In stage two, data were collected from two focus groups and analysed using a qualitative content analysis approach. Data were collected as part of a doctoral study completed in 2019 and was analysed for this study between 2022 and 2023. The justification for this study was that the identification of effective designs for immersive simulation remains a key research priority following the increase in allowable simulation hours by the Nursing and Midwifery Council. In stage one, there was no statistical significance in the participant's knowledge or self-efficacy between the models. In stage two, four themes were identified: vulnerability, development of knowledge, development of self-efficacy and preparation for placement. In contrast to stage one, participants reported that the repeated nature of both designs reinforced their knowledge base increased their self-efficacy, reduced their anxiety levels, and helped them to prepare for placement. The results inferred that both designs had a positive impact on the participants. Overall, participants reported that it helped them prepare for placements. Based on the findings, wherever possible, repeated immersive simulation-based education designs should be used and not a standalone immersive simulation-based education scenarios. If resources allow, this could be either a repeated scenario, or if there are resource constraints to use, over the same time, immersive simulation with team deliberate practice, or a similar model. Thus, giving a potential return on investment, one that supports simulation educators making those sensitive decisions regarding the inclusion of immersive simulation with team deliberate practice in their curriculum. Further research is needed into this area to ascertain the design features that maximise this impact and support a move away from standalone scenarios to an approach that uses repetitive immersive simulation.
The aim of this study was to compare the verbal and nonverbal cognitive profiles of children with specific language impairment (SLI) with problems predominantly in expressive (SLI-E) or receptive (SLI-R) language skills. These diagnostic subgroups have not been compared before in psychological studies. Participants were preschool-age Finnish-speaking children with SLI diagnosed by a multidisciplinary team. Cognitive profile differences between the diagnostic subgroups and the relationship between verbal and nonverbal reasoning skills were evaluated. Performance was worse for the SLI-R subgroup than for the SLI-E subgroup not only in verbal reasoning and short-term memory but also in nonverbal reasoning, and several nonverbal subtests correlated significantly with the composite verbal index. However, weaknesses and strengths in the cognitive profiles of the subgroups were parallel. Poor verbal comprehension and reasoning skills seem to be associated with lower nonverbal performance in children with SLI. Performance index (Performance Intelligence Quotient) may not always represent the intact nonverbal capacity assumed in SLI diagnostics, and a broader assessment is recommended when a child fails any of the compulsory Performance Intelligence Quotient subtests. Differences between the SLI subgroups appear quantitative rather than qualitative, in line with the new Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM V) classification (American Psychiatric Association, 2013).
The aim of this study was to comprehensively explore and evaluate the impact of the COVID-19 pandemic on dental education as perceived by dental students in Saudi Arabia. Data were collected through a validated questionnaire from dental students at three universities. Demographic variables and students' experiences with online learning were examined. Statistical analysis involved one-way ANOVA and descriptive statistics. A total of 681 dental students participated, with a predominant male representation (76.8%). Statistically significant differences were found in the overall dental education experience, quality of education, and satisfaction with online dental education (p < 0.01). Group disparities were identified in specific aspects of online learning and concerns about losing clinical skills due to the pandemic lockdown. Variations were observed in satisfaction with compensatory measures for suspended clinics and perceived clinical skills acquired during COVID-19. The adoption of precautionary measures, such as N95 masks (36.1%) and face shields (42%), varied among students. Notably, only 36.9% reported seeing one patient per session. This study reveals the many challenges faced by dental students during the COVID-19 pandemic in Saudi Arabia. While overall satisfaction was low, specific aspects like evening lectures received positive feedback. Concerns about clinical skills and varied responses to compensatory measures indicate the need for targeted interventions. Continuous monitoring of student experiences is crucial, and future research should delve into factors influencing satisfaction and long-term implications on clinical skills development.
The aim of this study was to describe the proficiency of ChatGPT (GPT-4) on certification style exams from the Canadian Association of Medical Radiation Technologists (CAMRT), and describe its performance across multiple exam attempts. ChatGPT was prompted with questions from CAMRT practice exams in the disciplines of radiological technology, magnetic resonance (MRI), nuclear medicine and radiation therapy (87-98 questions each). ChatGPT attempted each exam five times. Exam performance was evaluated using descriptive statistics, stratified by discipline and question type (knowledge, application, critical thinking). Light's Kappa was used to assess agreement in answers across attempts. Using a passing grade of 65 %, ChatGPT passed the radiological technology exam only once (20 %), MRI all five times (100 %), nuclear medicine three times (60 %), and radiation therapy all five times (100 %). ChatGPT's performance was best on knowledge questions across all disciplines except radiation therapy. It performed worst on critical thinking questions. Agreement in ChatGPT's responses across attempts was substantial within the disciplines of radiological technology, MRI, and nuclear medicine, and almost perfect for radiation therapy. ChatGPT (GPT-4) was able to pass certification style exams for radiation technologists and therapists, but its performance varied between disciplines. The algorithm demonstrated substantial to almost perfect agreement in the responses it provided across multiple exam attempts. Future research evaluating ChatGPT's performance on standardized tests should consider using repeated measures.
The aim of this study was to determine rates of electroconvulsive therapy (ECT) use for catatonia in schizophrenia spectrum disorders, stratified by patient demographics and hospital characteristics, and its impact on inpatient length of stay and cost. We found 155 adolescents (aged 12-18 years) with principal discharge diagnosis of schizophrenia spectrum disorders with catatonia from the National Inpatient Sample. They were subgrouped into ECT (n = 20) and non-ECT (n = 135) groups. We used descriptive statistics to evaluate the utilization of ECT for catatonia and independent-sample t test for continuous variables with statistical significance at P ≤ 0.05. The overall utilization rate of ECT in adolescents for catatonia was 12.9%. A high rate of ECT use was evident for Whites (30.8%) compared with the other race/ethnicities and also was seen in private health insurance beneficiaries (20%). The rate of ECT use varied by the region, with highest for the Northeast (20%), followed by the South (18.2%), and the West (14.3%). Adolescent inpatients with catatonia in public and teaching type, and large bed-size hospitals were more likely to receive ECT than their counterparts. The mean number of ECT sessions required during the inpatient stay was 5.2 (range, 1-15), and the mean number of days from admission to initial ECT was 2.5 (range, 0-6). Electroconvulsive therapy is used for approximately only 13% of adolescents with catatonia when comorbid schizophrenia spectrum disorders are present, suggesting that many patients may not get evidence-based treatment. Future studies in this area are needed.
The aim of this study was to determine the access to preventive dental care and oral health among children with additional educational support needs as compared to normal children in primary education years. This was a population-based record-linkage study, where the data was retrieved from six different national databases. Children born in Scotland between years 2011 and 2014 and entered elementary school education in years 2016-19 were included and the corresponding information about their additional educational support needs (ASNs) was determined using a Pupil Census database. These children with intellectual disabilities were categorised as: intellectual disabilities, Autism spectrum, social learning-disabilities and other learning-disabilities. The data about their oral health, including caries experience and extractions under GA, and the data about their access to preventive dental care, including professional brushing instructions, fluoride varnish (FV) applications etc. was retrieved from other national databases. The caries experience and access to dental care was compared for these special children with that of normal children without any ASNs. Among primary outcomes, significantly higher caries experience was recorded among children with 'social'(aRR = 1.42, CI = 1.38-1.46) and 'other'(aRR = 1.17, CI = 1.13-1.21) ASNs, while higher risk of extractions under GA was found in ID (aRR = 1.67, CI = 1.16-2.37), social (aRR = 1.24, CI = 1.08-1.42) groups while autism group showed nonsignificant higher risk (aRR = 1.12, CI = 0.79-1.53). Among secondary outcomes, significantly less attendance at general/public dental practice was recorded for all the intellectual disabilities' groups, with least attendance by children with social ASNs (aRR = 0.51 CI = 0.49-0.54). Least exposure to professional advice was received by autism group (aRR = 0.93, CI = 0.87-0.99). Further, all the groups showed less participation in nursery toothbrushing (NTB) and FV program at school; while least exposure to these preventive programs was depicted by children with social ASNs (NTB: aRR = 0.89, CI = 0.86-0.92, FV aRR = 0.95, CI = 0.92-0.98). Children with intellectual disabilities have poor access to preventive dental care and also exhibit higher incidence of caries experience and extractions.
The aim of this study was to determine the perinatal death experience of midwifery students during clinical practice and their coping methods. A qualitative, descriptive, phenomenological design was used. The study was conducted with midwifery students. The study was conducted with 14 midwifery students at a state university in northern Turkey between April and July 2023. Perinatal death experiences that students witnessed during clinical practice and their coping methods were analyzed using the individual in-depth interview technique. Data were analyzed using the thematic analysis method. The results obtained from the study were reported according to the COREQ criteria. As a result of the analysis, four main themes: (1) the perception of the concept of death, (2) the first encounter with death, (3) methods of coping with death, and (4) students' suggestions were elicited from the data. Students who witnessed perinatal death were affected by this situation, experienced negative emotions, and resorted to different methods to cope with their negative feelings about death. Midwifery students who witnessed perinatal death were negatively affected emotionally and professionally; therefore, education and policy-oriented regulations are needed to cope with perinatal death.
The aim of this study was to determine the relationship between eHealth literacy and healthy lifestyle behaviours among pregnant women. This cross-sectional study was conducted in five family health centres in a city in the western part of Turkey. The study sample consisted of 201 pregnant women who were admitted to the five family health centres between September and December 2022. A socio-demographic questionnaire, the eHealth Literacy Scale and the Healthy Lifestyle Behaviours in Pregnancy Scale were used to collect data. Multiple linear regression analysis was used to explore predictors of health-promoting behaviours. The mean score of the eHealth Literacy Scale was 29.37 ± 6.20. The mean score of the Healthy Lifestyle Behaviours Scale was 119.69 ± 13.58. Multiple linear regression showed that predictors of healthy lifestyle behaviours among pregnant women were eHealth literacy, using internet to access health information and gestational age. eHealth literacy was found to be an important factor affecting the healthy lifestyle behaviours of pregnant women. This study highlights the importance of considering pregnant women's eHealth literacy in interventions aimed at improving healthy lifestyle behaviours.
The aim of this study was to determine the state of aging anxiety in middle-aged women. The study was collected from women between the ages of 40 and 59 years by an online survey method. While collecting the data of the participants, the women's personal characteristics diagnostic form and the Aging Anxiety Scale for Middle-Aged Women were used. The data were analyzed with the SPSS 26 statistical software. The aging anxiety of the women was found to be moderate (53.05±16.26). A significant correlation was found between women's menopausal status, household income, education level, and total score of aging anxiety (p<0.05). In addition to working outside the home, women are also burdened with duties inside the home. To improve their quality of life, women need to share many of the tasks imposed on them with other family members. To reduce the anxiety experienced by women during the climacteric period, it is recommended to provide psychosocial support to women and consider this issue in health policies. Healthcare professionals, especially nurses, have important duties to reduce anxiety and stress, which constitute the basis of many chronic diseases. It is recommended that nurses, who are health ambassadors, direct women with anxiety to psychological support services through screenings they will conduct for women during this period.
The aim of this study was to develop and achieve consensus on a cariology teaching framework for dental schools in Latin American Spanish-speaking countries. The Delphi process, with a ≥8 0% pre-defined participants' agreement, included three phases and a Coordinating Group. During the Preparation phase three panels of experts were selected and invited to participate: a) Regional academic/professional Dental Associations (Associations-Panel): n = 12; b) Regional Dental Schools (Dental-Schools-Panel): existing dental schools (n = 263) from the 19 Spanish-speaking regional countries; c) International academic/professional associations Peer Experts (Peer-Panel): n = 4. Based on consensus documents from Europe, Colombia, the Caribbean, USA, Chile and Spain, and updated scientific evidence, the Coordinating Group developed a baseline framework proposal of domains, main competencies (MC) and specific competencies (SC). The Consultation-Agreement and Consensus phases included three rounds of questionnaires with a step-wise sharing of the MC updated version of the consensus framework with the Dental-Schools-Panel and including SC with the Associations-Panel. Diverse communication strategies were used ( e.g ., independent google-form questionnaires and workshops). Consensus was reached after an on-site Associations-Panel workshop and secret voting, followed by an online meeting with the Peers-Panel. A total of 127 academic/professional institutions participated (Associations-Panel: 11, 91.6%; Dental-Schools-Panel: 112, 42.6%, all countries; Peers-Panel: 4, 100%). The baseline Cariology teaching framework of 5 domains, 10 MC and 92 SC underwent modifications after agreements for a final consensus framework consisting of 5 domains, 10 MC and 85 SC. A Core Cariology curriculum framework in Spanish for Latin American Dental Schools was successfully developed and agreed upon with regional dental academic and professional institutions.
The aim of this study was to develop and refine the content and design of an internet-based support and education program for patients awaiting kidney transplantation from deceased donors. A Delphi process was used. A prototype internet-based intervention was drafted, based on previous research. The intervention included educational and psychological support to manage the uncertain waiting time and specific education enabling preparation for transplantation and adjustment to life after transplantation. In a two-round Delphi process, patients who had received a kidney transplant from a deceased donor within the last 2 years (n = 27), significant others (n = 6), health-care personnel with renal (n = 20) or transplant (n = 14) expertise, rated importance of content and design aspects of the prototype intervention on a 5-point scale using web questionnaires. A median of ≥ 3 was considered as consensus. Quantitative data was analyzed using descriptive statistics. Free text answers were encouraged and analyzed using deductive content analysis. The STROBE-checklist was used. Consensus was reached for all suggested content and design items in round 1, with median ratings of 4 or 5. Qualitative analysis from round 1 suggested four new content and design items which were rated in round 2, on all which consensus was reached; information about life with young children as relatives, expansion of kidney transplantation specific information, program extension by one week and individualization by making information available based on individual needs. There was consensus among heterogenous experts regarding suggested educational and psychological support content and design aspects, and additional content and design aspects were identified for an internet-based support and education program for patients awaiting kidney transplantation from deceased donors.
The aim of this study was to establish an international, interorganisational consensus on wound infection terminology. This project consisted of definition scoping and a Delphi process to produce a consensus glossary for 18 wound infection terms. Recent guidelines/consensus documents were reviewed to identify 2-4 definitions for each term. An online consensus process was undertaken using the RAND Appropriateness Method, a consensus method for panels to reach agreement. International wound organisations nominated experts to participate, from whom 21 participants were selected to represent different organisations, geographic regions and disciplines. In the first consensus round, each term was presented alongside 2-3 definitions and participants nominated their preferred definition, with the majority vote used to select a baseline definition. The consensus process then proceeded, with participants using a 9-point Likert scale to score their level of agreement or disagreement with the definition for each term. Participants also provided a justification outlining the reason behind their rating. At the end of each round, an index was calculated to provide a quantitative evaluation indicating whether agreement or disagreement had been reached. Reasoning statements were summarised and the definitions were adjusted to incorporate concepts identified by participants. The adjusted definition was presented in the next consensus round, together with the reasoning statements. Terms for which a final definition was not achieved in three consensus rounds were finalised with preferential voting using 2-3 definitions that had reached consensus. The project generated a glossary of wound infection terms, endorsed through participation of 15 international organisations, for dissemination of guidelines and clinical decision-making/teaching tools.
The aim of this study was to evaluate the content of periradicular surgery-related YouTube videos available for patients' education. YouTube search was made for videos related to periradicular surgery using specific terms. After exclusions, 42 videos were selected, viewed and assessed by two independent observers. The videos were assessed in terms of duration, days since upload, country of upload, number of views, likes and dislikes, authorship source, viewing rate and interaction index. To grade the content of videos about periradicular surgery, a usefulness score was created with 10 elements based mainly on the American Association of Endodontists guidelines. Each element was given a score of 0 or 1. SPSS software (SPSS Inc, Chicago, IL, USA) was used to analyze data at a 95% confidence level. An inter-evaluator reliability analysis for the scoring system was performed using the Kappa statistic. The videos received an average of 35103.9 views (range: 9-652378) with an average duration of 338.71 seconds (range: 42-2081), respectively. Most videos were provided by individuals (57%). Half of the videos were posted by authors from the United States. The inter-evaluator reliability for usefulness scoring was 94.5%. No video covered the 10 scoring elements completely, presenting very low usefulness scores (mean: 3.2; range: 1-7). The most discussed elements were supporting media (100%) and steps of the procedure (90.5%) followed by indications and contraindications (45.2%) and symptoms (31%). None of the included videos discussed the procedure's cost or prognosis. In terms of usefulness score, no significant difference was detected between different sources of upload (chi-square test, P > 0.05). Information on periradicular surgery in YouTube videos is not comprehensive and patients should not rely on YouTube as the only source of information. Dental professionals should enrich the content of YouTube with good quality videos by providing full and evidence-based information that will positively affect patients' attitudes and satisfaction.