Yoxas/statistical_literacy huggingface dataset:
Researchers have found that mindfulness-based interventions can reduce stress and improve mental health in healthcare professionals, as well as support relationship building, communication, and compassionate care. However, few researchers have systematically examined what determines successful implementation in hospital settings, which is essential for integrating research in clinical practice. The aim of this study was to synthesize qualitative data regarding healthcare professionals' experiences of factors affecting implementation of mindfulness in hospital settings and outline recommendations for clinical practice. A systematic review and meta-synthesis of qualitative studies. A systematic search was conducted in six databases; Scopus, PubMed, CINAHL, PsycINFO (Ovid), Web of Science, and ProQuest Dissertations and Theses Global. The inclusion criteria were: 1) Healthcare professionals engaged in patient care in hospital settings, 2) Mindfulness-based interventions defined by Crane and colleagues', and 3) Primary studies using a qualitative design. Multiple researchers were engaged in screening, quality assessment, data extraction, and interpretation of the results. Thematic synthesis described by Thomas and Harden guided the data analysis. Reporting followed Enhancing Transparency in Reporting the Synthesis of Qualitative Research (ENTREQ). Eighteen studies were included. We identified three overall themes of importance for successful implementation: 1) Buying In, 2) Allocating time and space, and 3) Keeping it going. The results revealed that cultural values, held beliefs about mindfulness, inter-professional relationships, and context-related factors such as time and space could affect implementation of mindfulness in hospital settings. Based on the results, we formulated eight recommendations to guide stakeholders and hospital management in planning implementation of mindfulness in hospital settings. However, to confirm the results, more research where mindfulness implementation is the primary aim is needed.
Researchers have long observed that foreign-educated immigrants earn lower wages and hold less-skilled jobs than U.S. natives who have the same level of educational attainment, but the reasons for the disparity have been less clear. This paper tests the hypothesis favored by the human capital model of earnings and employment-namely, that foreign-educated immigrants struggle in the U.S. labor market primarily because they possess fewer marketable skills than workers with U.S. degrees. Standardized tests administered as part of the Program for the International Assessment of Adult Competencies reveal that foreign-educated immigrants score 0.82 and 0.54 standard deviations lower on measures of literacy and numeracy, respectively, compared to natives who have the same age and educational attainment. The gaps remain significant after controlling for self-assessed English reading ability. When these skill measures are incorporated into regression analyses, the wage and skilled-employment penalties experienced by foreign-educated immigrants fall by half or more, providing strong evidence for the human capital model. However, this analysis cannot rule out additional explanatory factors, such as legal and social obstacles that foreign-educated immigrants may face.
Researchers have long studied the regulatory processes of genes to uncover their functions. Gene regulatory network analysis is one of the popular approaches for understanding these processes, requiring accurate identification of interactions among the genes to establish the gene regulatory network. Advances in genome-wide association studies and expression quantitative trait loci studies have led to a wealth of genomic data, facilitating more accurate inference of gene-gene interactions. However, unknown confounding factors may influence these interactions, making their interpretation complicated. Mendelian randomization (MR) has emerged as a valuable tool for causal inference in genetics, addressing confounding effects by estimating causal relationships using instrumental variables. In this paper, we propose a new statistical method, MR-GGI, for accurately inferring gene-gene interactions using Mendelian randomization. MR-GGI applies one gene as the exposure and another as the outcome, using causal cis-single-nucleotide polymorphisms as instrumental variables in the inverse-variance weighted MR model. Through simulations, we have demonstrated MR-GGI's ability to control type 1 error and maintain statistical power despite confounding effects. MR-GGI performed the best when compared to other methods using the F1 score on the DREAM5 dataset. Additionally, when applied to yeast genomic data, MR-GGI successfully identified six clusters. Through gene ontology analysis, we have confirmed that each cluster in our study performs distinct functional roles by gathering genes with specific functions. These findings demonstrate that MR-GGI accurately inferences gene-gene interactions despite the confounding effects in real biological environments.
Researchers have widely used exploratory factor analysis (EFA) to learn the latent structure underlying multivariate data. Rotation and regularised estimation are two classes of methods in EFA that they often use to find interpretable loading matrices. In this paper, we propose a new family of oblique rotations based on component-wise [Formula: see text] loss functions [Formula: see text] that is closely related to an [Formula: see text] regularised estimator. We develop model selection and post-selection inference procedures based on the proposed rotation method. When the true loading matrix is sparse, the proposed method tends to outperform traditional rotation and regularised estimation methods in terms of statistical accuracy and computational cost. Since the proposed loss functions are nonsmooth, we develop an iteratively reweighted gradient projection algorithm for solving the optimisation problem. We also develop theoretical results that establish the statistical consistency of the estimation, model selection, and post-selection inference. We evaluate the proposed method and compare it with regularised estimation and traditional rotation methods via simulation studies. We further illustrate it using an application to the Big Five personality assessment.
Researchers in educational psychology have researched Teacher Self-Concept (TSC) and Teacher Efficacy (TE) as two main predictors predicting burnout. Guided by a model developed by Zhu, Liu, Fu, Yang, Zhang & Shi (2018), the researchers aimed at building a model involving TSC, TE, and three components of burnout; Emotional Exhaustion (EE), Depersonalization (DP), and Reduced Personal Accomplishment (RPA) through Structural Equation Modeling (SEM). The researchers investigated predicting factors of burnout by reporting TSC and TE that might directly affect the components and examine the probability of TE to become a mediator of the correlation between TSC and burnout. This research also examined whether the difference emerges constantly among demographic information (gender and teaching experience) regarding all involved variables. A sample of 876 teachers across three Indonesian provinces completed a printed form of questionnaires. Some statistical procedures namely Content Validity Index (CVI), Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Covariance-Based Structural Equation Modeling (CB-SEM), and t-test were conducted. Findings informed that the model is valid and reliable. TSC could directly affect EE, DE, and RPA, as well as indirectly influence them mediated by TE. Besides, TE is also reported to have significant relationships with EE, DE, and RPA. No significant differences in terms of age and teaching experiences emerge, except for EE.
Researchers routinely face choices throughout the data analysis process. It is often opaque to readers how these choices are made, how they affect the findings, and whether or not data analysis results are unduly influenced by subjective decisions. This concern is spurring numerous investigations into the variability of data analysis results. The findings demonstrate that different teams analyzing the same data may reach different conclusions. This is the "many-analysts" problem. Previous research on the many-analysts problem focused on demonstrating its existence, without identifying specific practices for solving it. We address this gap by identifying three pitfalls that have contributed to the variability observed in many-analysts publications and providing suggestions on how to avoid them.
Researchers who work on course-based undergraduate research experiences (CUREs) and issues related to science, technology, engineering, and math (STEM) retention have begun exploring changes in student thinking about what it means to be a scientist. To support this effort, we developed rubrics to score answers to three open-response prompts: What does it mean to think like a scientist? What does it mean to do science? and Did you do real research in your coursename labs? The rubric development process was iterative and was based on input from the literature, experienced researchers, and early-career undergraduates. A post hoc analysis showed that the rubric elements map to 27 of 31 statements in the Culture of Scientific Research (CSR) framework, suggesting that scored responses to the three prompts can assess how well students understand what being a science professional entails. Scores on responses from over 400 students who were starting an introductory biology course for majors furnish baseline data from the rubrics and suggest that (i) undergraduates at this level have, as expected, a novice-level understanding of CSR, and (ii) level of understanding in novice students does not vary as a function of demography or academic preparation. Researchers and instructors are encouraged to add CSR to their list of learning objectives for CUREs and consider assessing it using the rubrics provided here.
Residency training is recognized as a valuable form of professional development and pathway to specialization. Currently residency is voluntary for physical therapists, with less than 12% of DPT students choosing to apply upon graduation. Motivations that drive the decision to pursue residency are currently unknown as is the extent of similarity and difference in perspective among various stakeholders. The purpose of this study was to identify the dominant perspectives on motivations to pursue residency held by various stakeholders. This study was conducted using Q Methodology, which incorporates aspects of quantitative and qualitative techniques into the examination of human subjectivity. Program directors, faculty, and current residents from all accredited physical therapy residency programs were invited to complete a forced-choice sorting activity where potential motivations for residency were sorted by perceived level of importance. Principal component analysis was used to identify dominant perspectives, which were interpreted based on emergent themes in the cluster of motivations identified as most important. Four dominant perspectives were identified: (1) desire to provide better patient care, (2) preparation for specialty practice, (3) fast track to expert practice, and (4) career advancement. These perspectives provided context and utility to 2 broad meta-motivations: improved clinical reasoning and receiving mentoring. Both within- and between-group differences among stakeholders were identified. However, subsets from each role-group population were found to share similar perspectives. Results from this study may not apply to potential residents in all specialty areas, and the implications of having a particular perspective are unknown. Identification of the dominant perspective on motivations for pursuing residency may aid in promoting participation, program development, matching residents to programs and mentors, and future research.
Resident academic satisfaction has been linked to academic performance and quality of care. To analyze the perception of academic satisfaction in medical residents of the North Decentralized Administrative Operation Body 2 of the Instituto Mexicano del Seguro Social (IMSS), north of Mexico City. Cross-sectional analytical study. A total of 346 resident physicians of different specialties and academic degrees were found, enrolled in the residence halls in the northern zone of the IMSS, Mexico City from January to February 2022. The dependent variable was the level of academic satisfaction. Descriptive and inferential statistics and p ≤ 0.05 were produced for statistical significance. The level of high satisfaction was 80.6% and the level of poor or low satisfaction was 1.7%. The dimension most affected in the negative bases was that of "Perception of teaching" in which 13% of the doctors surveyed refer to the need for some retraining of teachers. The best qualified dimension was "Perception of the role of autonomies" where 35.3% have an excellent perception of their personal work. The highest degree of satisfaction decreased during the second year. There is a high degree of satisfaction among resident doctors, however it is necessary to work to improve satisfaction in the remaining 20%.
Resident physicians at the standardized training stage had undergone significant physical and mental stress during the release of the COVID-19 pandemic restrictions at the end of 2022 in China. This study aimed to investigate the psychological status (including anxiety, depression, somatic symptoms, job burnout, and vicarious trauma) of resident physicians and identify its influencing factors under these special periods. Survey was conducted one month after the release of the COVID-19 pandemic restrictions on resident training physicians from a tertiary first-class hospital in Zhejiang, China. Resident physicians completed the psychological status questionnaire. Chi-square tests, Mann-Whitney U tests, and logistic regression analyses were used to estimate the group differences and variable associations. The prevalence of anxiety, depression, and somatic discomfort in this study was 20.88, 28.53, and 41.47%, respectively. Female resident physicians were more likely to experience somatic symptoms [adjusted odds ratio (OR) = 2.36, 95% confidence interval (CI): 1.33-4.18]. Resident physicians with problem-focused coping styles were less prone to psychological health issues [depression (adjusted OR = 0.92, 95% CI: 0.88-0.96), anxiety (adjusted OR = 0.94, 95% CI: 0.90-0.98), somatic symptoms (adjusted OR = 0.93, 95% CI: 0.89-0.97), job burnout (adjusted OR = 0.91, 95% CI: 0.87-0.96) and vicarious trauma (adjusted OR = 0.94, 95% CI: 0.90-0.98)]. Inversely, resident physicians with emotion-focused coping styles and experienced negative life events were more prone to psychological health issues. Resident training physicians had a high risk of anxiety, depression, and somatic symptoms under the special COVID-19 pandemic restriction release period. Females, with lower training stages, degrees, negative life events, and emotion-focused coping styles had a disadvantaged effect on psychological status. The medical teaching management department needs to monitor and reduce the workload and working hours of resident physicians, ensure sufficient sleep time, and pay attention to the psychological status of resident physicians. By strengthening regular communication and mental health education or intervention, which can help them improve their ability to cope with complex tasks.
Resident research has been mandated by the Accreditation Council of Graduate Medical Education across all specialties. Southeast Michigan Center for Medical Education (SEMCME) has an annual Research Forum for resident competition, and we assessed the publication status of award-winning presentations. The SEMCME Research Forum's winning presentations from 1978 to 2018 were reviewed. The author's information and keywords from the abstract's title were used to search PubMed and Google Scholar databases for publications. Descriptive statistics were generally used to characterize the data. Of 147 winning projects, 62% (78/126) were oral and 48% (10/21) were poster presentations; 88 (60%) were published. Obstetrics and gynecology had the highest publication rate (71%), followed by surgical (61%) and medical specialties (48%). While 60% of the award-winning presentations at the SEMCME Research Forum were published, more work needs to be done to examine the barriers preventing the publication of the remaining projects.
Resident-focused concussion curricula that measure learner behaviours are currently unavailable. We sought to fill this gap by developing and iteratively implementing a Spiral Integrated Concussion Curriculum (SICC). Programme elements of the concussion curriculum include academic half-days (AHDs) and three half-day clinics for first- and second-year family medicine residents. Our SICC utilises social cognitive learning principles, the constructivism paradigm and utilisation-focused evaluation. A mixed-method evaluation with a pre-/post-test design and interviews was utilised. Surveys and knowledge tests were used to measure knowledge and confidence pre-AHD and 6 months post-AHD. Interviews at 6 months explored programme perception and behaviour change. Of the 141 programme attendees, 114 (80%) participated in the pre-intervention knowledge test and 33 completed the pre- and post-AHD test. Immediate pre-/post-testing demonstrated statistically significant improvement in knowledge (p = 0.042). At 6 months post-AHD, residents in Cycle 1 (n = 5) had a knowledge decrease of 3.33% (p > 0.05). Residents in Cycle 2 (n = 7) had a knowledge increase of 11.6% (p > 0.05). Both cycles of residents had an increase in confidence (Cycle 1: 65.0% [p = 0.025]; Cycle 2: 62.8% [p = 0.0014]). Residents (5 out of 6) reported positive behavioural changes at 6 months. Valued programme elements included concussion diagnosis and management, the self-study guide resource and the organised structure. The SICC enriched these residents' learning and fostered sustained knowledge improvement and behavioural change at 6 months post-intervention. This approach may provide a workable design for future competency-based curriculum development.
Residential reasoning is a complex process that includes decisions on whether to age in place or to relocate. Ageing in the Right Place (ARP), a web-based housing counselling service was created to support older adults in this process. The study's aim was to evaluate the usability of the ARP as regards content, design, specific functions, and self-administration as a mode of delivery and to lay the ground for further optimisation. Nine women and five men (aged 66-82) completed a series of tasks using the ARP. Qualitative and quantitative usability data were collected through online interviews. Data were analysed using qualitative content analysis and descriptive statistics. Experiences of the specific functions, content, and design of the ARP were described as mainly positive. Additions to the content and optimisation to assist in the general navigation of the website were suggested. The participants disagreed regarding the preferred mode of delivery, which indicates a need for selectable options. A system usability scale median score of 84 indicated acceptable usability. The ARP seems to have acceptable usability, which paves the way for further evaluation. By enabling residential reasoning, older adults are supported to make proactive choices based on informed decisions.
Residents are actively involved in patient assessment and all aspects of patient care, and they are critical in providing nutritional support education and treatment for patients with cancer. This study aims to assess the nutritional knowledge and performance of resident physicians, providing insights into existing gaps in awareness and practices related to cancer nutrition. A total of 300 resident physicians undergoing standardized residency training in China participated in this study. An anonymous online questionnaire covering demographic characteristics, nutritional knowledge, clinical practice, and training requirements was designed and administered through the "Wenjuanxing" platform. Data were collected from June 1, 2023, to July 31, 2023. Among the participants, only 40.00% demonstrated adequate knowledge of cancer nutrition, and merely 32.00% exhibited proficient performance in nutritional care. Socio-demographic analysis revealed that residents without affiliations and those specializing in obstetrics and gynecology had superior knowledge, while surgery specialists showed significantly worse performance. Most participants expressed a lack of exposure to cancer nutrition education during academic and standardized residency training. The study highlights the demand for enhanced education and the preference for case-based teaching methods. The findings underscore an urgent need for comprehensive oncology nutrition education within China's standardized residency training. Targeted interventions and curriculum enhancements are essential to improve medical talent development and enhance patient care outcomes in oncology. The study emphasizes the critical role of practical, case-based teaching methods in addressing identified gaps in nutritional knowledge and practices among resident physicians.
Residents in psychiatry can be confronted with patient-related stressful experiences which can be impactful. Guidelines for dealing with these are lacking. Questioning residents in psychiatry about patient-related stressful adversities, their impact and resources to contribute to the existing literature. Qualitative study through semi-structured interviews of six psychiatry residents, followed by data-analysis using thematic analysis. Reported patient-related stressful experiences were suicide, verbal and imminent physical aggression, questioning expertise, concerns about legal consequences, powerlessness and expectations. Cognitive and physical impact was experienced with symptoms similar to acute stress disorder. The most important resource is social support. In this study new patient related stressful experiences are reported that have not previously been described in the literature. Since estimating the impact of a patient related stressful experience proves difficult, it seems appropriate that the environment of the resident offers active support and further development of residents&rsquo; skills is stimulated.
Residents need and want practical leadership training, yet leadership curricula are lacking in graduate medical education (GME). We describe our process of curriculum mapping, a method for auditing a curriculum, and its role in iterative leadership curriculum development. To show how to create a curriculum map for auditing a curriculum using examples from our leadership curriculum and to demonstrate its value through case examples of leadership education integration into existing resident experiences. We selected our recent systematic review on current leadership curricula to prioritise leadership content given it was the basis for our initial curriculum. We identified existing resident experiences where training can occur. We use the selected content and training environments, layered with a modified Miller's pyramid, to construct a curriculum map. Our curriculum map provides an example of curriculum auditing that reveals opportunities for leadership training that could be integrated into current residency experiences. We provide case examples of application. Effective leadership training should address critical topics and capitalise on experiential learning opportunities that exist within residency training programmes. The training must be seamlessly integrated into the demanding obligations of GME trainees, a process that can be achieved using curriculum mapping. Curriculum mapping can provide insight into a residency programme's leadership curriculum and create a direction for future leadership curriculum development.