Yoxas/statistical_literacy huggingface dataset:
This perspective paper provides a comprehensive examination of artificial intelligence (AI) in healthcare, focusing on its transformative impact on clinical practices, decision-making, and physician-patient relationships. By integrating insights from evidence, research, and real-world examples, it offers a balanced analysis of AI's capabilities and limitations, emphasizing its role in streamlining administrative processes, enhancing patient care, and reducing physician burnout while maintaining a human-centric approach in medicine. The research underscores AI's capacity to augment clinical decision-making and improve patient interactions, but it also highlights the variable impact of AI in different healthcare settings. The need for context-specific adaptations and careful integration of AI technologies into existing healthcare workflows is emphasized to maximize benefits and minimize unintended consequences. Significant attention is given to the implications of AI on the roles and competencies of healthcare professionals. The emergence of AI necessitates new skills in data literacy and technology use, prompting a shift in educational curricula towards digital health and AI training. Ethical considerations are a pivotal aspect of the discussion. The paper explores the challenges posed by data privacy concerns, algorithmic biases, and ensuring equitable access to AI-driven healthcare. It advocates for the development of comprehensive ethical frameworks and ongoing research to guide the responsible use of AI in healthcare. Conclusively, the paper advocates for a balanced approach to AI adoption in healthcare, highlighting the importance of ongoing research, strategic implementation, and the synergistic combination of human expertise with AI technologies for optimal patient care.
This phenomenological study explored the experiences of language learners in the digital age, specifically investigating the intersection of digital literacy, technostress, online engagement, autonomy, and academic success. Twenty participants, selected through purposive sampling, shared Chinese as their native language and were between 18 and 20 years old, with five participants being female. Employing interviews and document analysis, the study aimed to understand the subjective meanings, emotions, and perceptions associated with these phenomena. The findings revealed the multifaceted nature of technostress, the crucial role of digital literacy in shaping online engagement and autonomy, and the nuanced impact on academic success. These qualitative insights contribute to a deeper understanding of the complex relationships in the digital language learning landscape. The study has implications for educators, materials developers, syllabus designers, and policy-makers, providing practical insights to enhance language learning experiences in the digital era. Future research may further explore specific dimensions uncovered in this study to adapt educational practices to the evolving digital terrain.
This preliminary study aimed to clinically assess the precision of a novel optical jaw tracking system (JTS) in registering mandibular movements (MMs) of protrusion and mediotrusion. Twenty healthy participants underwent recordings using Cyclops JTS (Itaka Way Med) for functional MMs of protrusion and laterotrusion by two trained clinicians. Each subject performed five registrations at different times according to a standardized pattern within one-month period. The angulations of protrusive and mediotrusive functional paths within the first 2 mm from the maximal intercuspal position (MIP) were calculated for each trace, using a data software for angle measurements. Descriptive statistics were used to assess the repeatability of the recordings for each participant and MM. Additionally, inferential statistics were carried out on standard deviation values obtained (α=0.05). The overall precision for all the patients was 7.07±3.37° for the protrusion angle, 5.24±2.24° for right laterotrusion and 5.14±3.06° for left laterotrusion angles. The protrusion angle ranged from 3.08° to 13.57°, while the right and left laterotrusion ranged from 1.82° to 9.42° and from 1.58° to 10.59°, respectively. No statistically significant differences were observed between different functional MM types and gender (p > 0.05). Recordings functional MMs of mediotrusion and protrusion using Cyclops JTS showed consistent repeatability, regardless of gender and functional MM type. The results revealed non-negligible variations that may be due to the patients' abilities to precisely reproduce jaw movements or to the operator's ability to consistently connect the kinesiograph. Capturing functional MMs digitally and importing the data into dental CAD software is essential for virtual waxing in prosthetic rehabilitations to design a functionalized adapted occlusion. Establishing the repeatability of MM recordings by a JTS is a crucial step in better understanding this novel JTS in the market. This process could facilitate the interpretation of cusp angles, aid in CAD dynamic technical modeling, and enhance clinical data communication between clinicians and technicians in a modern workflow.
This present study aims to explore the effects of work meaningfulness on primary school teachers' self-reflection, self-efficacy and organizational commitment and their mechanisms of action. This study used a meaningfulness, self-reflection, self-efficacy, and organizational commitment measures. A total of 417 teachers from urban, rural, and mountainous elementary schools were recruited to complete the survey including the measures of work meaningfulness, self-reflection, self-efficacy, and organizational commitment. In this study, descriptive statistics were run using SPSS 26.0 and the relationship model between variables was tested with the SPSS macro program PROCESS. The study found that work meaningfulness and self-efficacy independently predicted primary school teachers' organizational commitment, but self-reflection did not significantly predict organizational commitment. It was found that there was a significant positive correlation between the four studied variables of work meaningfulness, self-efficacy, self-reflection, and organizational commitment with correlation coefficients ranging from 0.24 to 0.57. The study also found that work meaningfulness can directly predict elementary school teachers' organizational commitment, and work meaningfulness can also indirectly predict elementary school teachers' organizational commitment through self-efficacy and self-reflection. The results of this study are useful for understanding the value of enhancing the organizational commitment of primary school teachers from a social cognitive perspective, and have implications for how to build a stable, high-quality and dynamic primary school teaching force.
This project aimed to launch an international learning community to guide the development of a spina bifida (SB) curriculum for global health trainees. Using a descriptive study design, a convenience sample of SB curricula were identified in 2022-23 by members of the Spina Bifida World Congress Outreach Committee and evaluated during a series of monthly Zoom calls to discuss SB education in a global health context. Participants included (1) leadership from the ReachAnother Foundation, (2) invited panelists from the Spina Bifida World Congress Global Health Symposium, and (3) global health students and preceptors. Education initiatives in Ethiopia, Sweden, Argentina, Ecuador, and the United States were evaluated vis-à-vis format and content. All of the education initiatives referenced the framework of the World Health Organization International Classification of Functioning, Disability and Health. Formats varied and included both virtual and interactive workshops, print materials, videos, and guides for small group discussion. Content addressed four domains: Folate Prevention, Neurosurgical Training, After Care, and Data Collection. A multidisciplinary approach, partnerships with families, and workforce pipeline training were identified as guiding themes for educating the next generation of SB researchers and clinicians in global health settings. The Spina Bifida Global Learning Collaborative is a transnational group of advocates, clinicians, and investigators whose mission is the advancement of SB-related global health education. Lessons learned from the collaborative are being leveraged to develop a global health curriculum for learners, which may improve services for individuals with SB around the globe.
This project explored whether a nurse practitioner led mobile paediatric screening service in early learning centres could incorporate allied health and nursing students and develop their confidence in interprofessional collaboration. Interprofessional collaboration is essential for health professionals across all contexts of care, including early childhood screening and intervention that enables children to thrive. This multi-methods study (pre-test/post-test design) was conducted with nursing, physiotherapy, occupational therapy and nutrition and dietetics students attending clinical placement within the nurse practitioner led mobile paediatric service. Data were collected via pre and post placement surveys (ISVS-21) and post placement semi-structured interviews. Twelve students participated from July to December 2022. Survey findings demonstrated students improved inter-professional socialisation and readiness, supported by qualitative findings that uncovered unique mechanisms for how positive experiences were achieved. Unique pedagogical elements included 1) the nurse practitioner's professional attributes and 2) the mobile nature of the service leveraging learning opportunities within the shared commute. This study provides proof-of-concept of a placement model that facilitates interprofessional collaboration in nursing and allied health students. Further research should explore longer-term outcomes and scalability.
This project involved a co-design process involving researchers and kindergarten teachers to produce learning activities that integrated fundamental movement skills (FMS) and mathematics. We piloted the co-designed activities (i.e., motor-math program) in a local kindergarten and examined the effects on FMS proficiency, mathematics skills, and accrued physical activity (PA). The participants comprised pupils (N = 39) from two matched kindergarten classes, in which we compared the motor-math program with typical mathematics lessons. All participants wore pedometers to measure their number of steps during class, one day per week. FMS proficiency (i.e., locomotor, object control) and mathematics skills (numeracy, geometry, math problem solving) were measured before and after implementation. Significant improvements in locomotor and object control skills were found only in the pilot group (p < 0.001); there were no differences in the changes in mathematics skills between the pilot and comparison groups. During implementation days, the participants in the pilot group accrued significantly greater step counts (p < 0.001) than those in the comparison group. Participating in the motor-math program appears to have benefits associated with improvements in FMS proficiency and accrued PA time, suggesting a promising potential for integrated activities as a means of PA promotion in kindergarten settings. Future work that examines the effects of the integration of movement with mathematics should consider randomization, greater sample size, and a longer intervention period.
This prospective longitudinal study will report the results of a quantitative analysis of the change in Intercultural Development Inventory (IDI) scores and the distribution of students in 5 orientations along the Intercultural Developmental Continuum (IDC) in 8 cohorts of Doctor of Physical Therapy (DPT) students during their academic preparation. The expanding interest in developing intercultural sensitivity in an increasingly more complex and diverse health care environment calls for the dissemination of research on the effectiveness of innovative curricular models that include psychometrically strong outcome measures. Research suggests that health care providers can develop intercultural sensitivity when provided with didactic knowledge, experiential learning, self-reflection, mentoring, and a systematic individualized development plan. The participants were from a sample of convenience of 616 DPT students from the graduating classes of 2015-2022. The study is a repeated-measure design. The IDI was selected to guide targeted intervention and assessment of intercultural sensitivity at an individual level and group level and was administered in semesters 3 and 8 as part of the DPT program course requirements. There was significant improvement in the IDI Perceived and Developmental Orientation (DO; P < .001) scores between semesters 3 and 8. There was a significant change (P = .0001) in the distribution of students along the 5 DOs of the IDC with 10% of students regressing 1 orientation, 51.7% of students remaining the same, 33.3% of students advancing 1 orientation, and 5% of students advancing 2 orientations along the IDC. Nearly 40% of participants had a positive shift along the IDC. The results of this study suggest that intercultural sensitivity or mindset, as measured by the IDI, can be developed in DPT students who participate in a targeted intercultural development curriculum based on the Process Model of Cultural Competence by Deardorff and the Developmental Model of Intercultural Sensitivity by Bennett.
This qualitative study adopts a phenomenological and symbolic interactionist approach to comprehensively explore substance abuse among street children in Lilongwe, Malawi. The research aims to uncover the complex sociocultural, economic, and environmental determinants influencing substance abuse within this marginalized cohort. Through in-depth semi-structured interviews, the study engages with street children to understand their subjective experiences, perceptions, and interpretations of substance abuse within their community context. Employing convenience, purposive, and snowball sampling strategies, the research collected data from street children, acknowledging their transient nature and societal challenges. Thematic analysis was conducted on interview transcripts to derive comprehensive insights. Results revealed five key thematic areas: familial absence and emotional void, societal normalization and peer pressure, economic hardships, coping mechanisms, environmental accessibility, and peer influence and belongingness. These themes highlighted the intricate interplay between personal experiences, socio-environmental factors, and peer dynamics, shaping the prevalence and persistence of substance abuse among street children. This study's implications for practice underscore the need for tailored interventions and support mechanisms addressing substance abuse within this demographic. It emphasizes the urgency for context-specific strategies and policy formulations aimed at ameliorating the challenges faced by street children dealing with substance abuse in Malawi. Ultimately, this research contributes to a deeper understanding of substance abuse among marginalized street children, advocating for compassionate and contextually sensitive interventions within this overlooked drug abusers' population subset.
This qualitative study was conducted with the aim of investigating the experience of mothers in Tehran in the field of virtual education during the COVID-19 pandemic. The participants in this study were 17 mothers of school children who experienced virtual education in Tehran during the COVID-19 pandemic. Data collection was done through semi-structured interviews, over the phone, and lasted for approximately 30-45 min. The interviews were audio recorded with the permission of the participants, transcribed verbatim, and analyzed using the method of conventional content analysis. For this study, 17 mothers were interviewed. Of those, 7 had one school-age child, 8 had two, and 2 had three. All of the children lived with both their mother and father. The majority of the mothers (16 out of 17) held bachelor's degrees. On average, the students were 11.76 years old. Fourteen of the students attended public schools, while 3 attended private schools. Most of the mothers (14 out of 17) reported their financial status as average. Data analysis led to the identification of 3 main themes and 12 subthemes. The three main categories were family-related factors, student-related factors, and school-related factors. The 4 themes related to family included 1) the role of family as a teacher, 2) the importance of direct and indirect supervision in family education, 3) the cost, and 4) the peace of mind. Factors related to students included 5 themes; 1) the advantages and disadvantages of virtual learning environments, 2) time management in education, 3) the consequences of failing to acquire necessary skills and knowledge, 4) issues of indifference and fraud in education, 5) physical, mental, and social problems affecting students. Factors related to schools included 3 themes; 1) the role of the teacher in virtual teaching and learning, 2) the challenges of lack of prior experience in education, 3) inequality in access to education and opportunities. The findings of this study have several implications for policymakers. Paying attention to technological and educational challenges related to virtual education and providing adequate support to parents are important things that should be prioritized. In addition, psychological support services should be made available to parents so that they can cope with the emotional challenges of virtual education. Finally, the positive experiences reported by mothers suggest that virtual education can be an effective and flexible option for future education, provided that the challenges are adequately addressed. Moreover, no work has been done on this issue comprehensively and the few studies that have followed this method have had some limitations. Therefore, schools, parents, and policymakers should explore innovative ways of integrating virtual education into the educational system to provide flexible and effective learning opportunities for students.
This quantitative research study used a pretest/posttest design and reviewed how an educational electronic documentation system helped nursing students to identify the accurate "related to" statement of the nursing diagnosis for the patient in the case study. Students in the sample population were senior nursing students in a bachelor of science nursing program in the northeastern United States. Two distinct groups were used for a control and intervention group. The intervention group used the educational electronic documentation system for three class assignments. Both groups were given a pretest and posttest case study. The Accuracy Tool was used to score the students' responses to the related to statement of a nursing diagnosis given at the end of the case study. The scores of the Accuracy Tool were analyzed, and then the numeric scores were placed in SPSS, and the paired t test scores were analyzed for statistical significance. The intervention group's scores were statistically different from the pretest scores to posttest scores, while the control group's scores remained the same from pretest to posttest. The recommendation to nursing education is to use the educational electronic documentation system as a teaching pedagogy to help nursing students prepare for nursing practice.
This quantitative review gives an overview of physical understanding (i.e., the ability to represent and use the laws of physics to interact with the physical world) impairments in Alzheimer's disease (AD), semantic dementia (SD), and corticobasal syndrome (CBS), as assessed mainly with mechanical problem-solving and tool use tests. This review shows that: (1) SD patients have apraxia of tool use because of semantic tool knowledge deficits, but normal performance in tests of physical understanding; (2) AD and CBS patients show impaired performance in mechanical problem-solving tests, probably not because of intrinsic deficits of physical understanding, but rather because of additional cognitive (AD) or motor impairments (CBS); (3) As a result, the performance in mechanical problem-solving tests is not a good predictor of familiar tool use in dementia; (4) Actual deficits of physical understanding are probably observed only in late stages of neurodegenerative diseases, and associated with functional loss.
This quasi-experimental study estimates academic peer effects in China's middle school (7th-9th grade) classrooms, using data from a large-scale nationally representative survey of middle schoolers in China. Our study design circumvents endogenous sorting by focusing on 52 schools that randomly assigned incoming 7th graders to different 7th-grade classes. Further, reverse causality is addressed by regressing students' 8th-grade test scores on their (randomly assigned) classmates' average 7th-grade test scores. Our analysis reals that all else equal, a one-standard-deviation increase in (8th-grade) classmates' average 7th-grade test scores raises an individual student's 8th-grade mathematics and English test scores, respectively, by 0.13-0.18 and 0.11-0.17 standard deviations. These estimates remain stable when peer characteristics examined in related peer-effect studies are included in the model. Further analysis reveals that peer effects work through raising individual students' time spent studying per week and their confidence in learning. Finally, classroom peer effects are found to be heterogeneous across subgroups: larger for boys, academically stronger students, students attending better schools (i.e., schools with smaller classes and urban schools), and students with relatively disadvantaged family backgrounds (e.g., lower levels of parental education and family wealth).
This questionnaire study aimed to evaluate the impact of a short educational session on the early diagnosis and management of acute kidney injury (AKI) among doctors specializing in fields other than nephrology, assessed through pre- and post-test scores. This educational study included resident doctors from various specialties for assessment. The study enrolled different specialty resident doctors' departments and assessed them through questionnaires and assessment scores. The pre-test questionnaires were first distributed and collected after 20 minutes. This was followed by a 30-minute short educational lecture on AKI by the nephrology faculty about its early diagnosis and management as per the Kidney Disease Improving Global Outcomes guidelines. Immediately post continuing medical education, the same questionnaires were distributed along with feedback forms and collected after 10 minutes. A total of 110 residents participated in the study. All participants showed significant improvement in the post-lecture questionnaires compared to pre-lecture scores. For medicine and allied branch residents, the pre- and post-lecture scores were significantly higher than those of the surgical and allied branch residents. The lowest score was observed in residents of orthopedics. The improvement scores of all departments also showed significant differences. The highest improvement was seen in the department of gynecology, followed by residents of the critical care unit and the department of anesthesia. The residents of those departments with high pre- and post-test scores had lower improvement scores. The study found a significant knowledge gap in different sister specialties in diagnosing and managing AKI. Short educational sessions showed significant improvement in AKI understanding by addressing the knowledge gaps.