Yoxas/statistical_literacy huggingface dataset:
The influence of electronic screens on the health of children and adolescents and their education is not well understood. In this prospectively registered umbrella review (PROSPERO identifier CRD42017076051 ), we harmonized effects from 102 meta-analyses (2,451 primary studies; 1,937,501 participants) of screen time and outcomes. In total, 43 effects from 32 meta-analyses met our criteria for statistical certainty. Meta-analyses of associations between screen use and outcomes showed small-to-moderate effects (range: r = -0.14 to 0.33). In education, results were mixed; for example, screen use was negatively associated with literacy (r = -0.14, 95% confidence interval (CI) = -0.20 to -0.09, P ≤ 0.001, k = 38, N = 18,318), but this effect was positive when parents watched with their children (r = 0.15, 95% CI = 0.02 to 0.28, P = 0.028, k = 12, N = 6,083). In health, we found evidence for several small negative associations; for example, social media was associated with depression (r = 0.12, 95% CI = 0.05 to 0.19, P ≤ 0.001, k = 12, N = 93,740). Limitations of our review include the limited number of studies for each outcome, medium-to-high risk of bias in 95 out of 102 included meta-analyses and high heterogeneity (17 out of 22 in education and 20 out of 21 in health with I2 > 50%). We recommend that caregivers and policymakers carefully weigh the evidence for potential harms and benefits of specific types of screen use.
The influence of health literacy on involvement in decision-making in orthopedic surgery has not been analyzed and could inform processes to engage patients. The goal of this study was to determine the relationship between health literacy and the patient's preferred involvement in decision-making. We conducted a cross-sectional observational study of patients presenting to a multispecialty orthopedic clinic. Patients completed the Literacy in Musculoskeletal Problems (LiMP) survey to evaluate their health literacy and the Control Preferences Scale (CPS) survey to evaluate their preferred level of involvement in decision-making. Statistical analysis was performed with Pearson's correlation and multivariable logistic regression. Thirty-seven percent of patients had limited health literacy (LiMP score <6). Forty-eight percent of patients preferred to share decision-making with their physician equally (CPS score=3), whereas 38% preferred to have a more active role in decision-making (CPS score≤2). There was no statistically significant correlation between health literacy and patient preference for involvement in decision-making (r=0.130; P=.150). Among patients with orthopedic conditions, there is no significant relationship between health literacy and preferred involvement in decision-making. Results from studies in other specialties that suggest that limited health literacy is associated with a preference for less involvement in decision-making are not generalizable to orthopedic surgery. Efforts to engage patients to be informed and participatory in decision-making through the use of decision aids and preference elicitation tools should be directed toward variation in preference for involvement in decision-making, but not toward patient health literacy. [Orthopedics. 2022;45(4):227-232. ].
The influence of perfectionism and statistics anxiety on academic performance (AP) in statistics courses was investigated using a multidimensional perfectionism scale and a statistics anxiety rating scale. For perfectionism, the factor of personal standards (PS) had a significant direct positive effect on AP, while the factor of parental expectations (PE) was significantly negatively correlated with AP. Other factors (concern over mistakes, organization, and doubts about actions) did not significantly influence AP. For statistics anxiety, the two factors (test and class anxiety and computation self-concept) significantly impaired AP. These results indicated a need for innovation in classroom instruction and the reform of statistics course content and presentation to reduce statistics anxiety and improve PS. There is also a need to ensure that students better internalize PE and to revise instructional design techniques to enhance students' independent learning ability.
The influence of the epistemological beliefs of parents on the development of comprehensive scientific reasoning abilities was investigated in a five-wave longitudinal study from kindergarten to elementary school. The 161 German 5-10-year-olds (89 girls, 72 boys) were assessed yearly on their scientific reasoning abilities using comprehensive measures for experimentation and data-interpretation skills, as well as understanding of the nature of science. The children were also tested on their language abilities and intelligence. Their parents completed a sociodemographics questionnaire and answered ten questions about their epistemological beliefs regarding (1) the interpretive nature of science, (2) the tentative nature of knowledge, and (3) the role of scientific framework theories. The personal epistemology of the parents significantly predicted the scientific reasoning development of their children regardless of the parents' education level and the children's general cognitive abilities. However, the effect of the epistemology of parents on their children's scientific reasoning was limited to the intercepts, suggesting that the epistemic understanding of parents affects how scientific reasoning develops in their children, but not the development speed. Although parental epistemology exerts substantial effects on scientific reasoning of their children, it did not affect their reading ability, suggesting an involvement of science-specific mechanisms rather than generalized family-based influences. These findings highlight the importance of family as a variable in the development of scientific reasoning, which is an area lacking in research, and it suggests that early interventions targeted at the epistemic understanding of caregivers can provide useful ways for promoting the reasoning of children. RESEARCH HIGHLIGHTS: A five-year longitudinal study shows significant development of scientific reasoning from kindergarten to elementary school. Caregivers' personal epistemology predicted scientific reasoning development-independent of children's general cognitive abilities and caregivers' level of education. The effect was most-pronounced for caregivers' understanding that social framework theories determine which aspects of science are accepted and how they are conducted. Caregivers' personal epistemology did not predict children's reading abilities, suggesting that the effect of the caregivers' epistemology on children's scientific reasoning is domain-specific.
The initial version of SEDA assists life science researchers without programming skills with the preparation of DNA and protein sequence FASTA files for multiple bioinformatics applications. However, the initial version of SEDA lacks a command-line interface for more advanced users and does not allow the creation of automated analysis pipelines. The present paper discusses the updates of the new SEDA release, including the addition of a complete command-line interface, new functionalities like gene annotation, a framework for automated pipelines, and improved integration in Linux environments. SEDA is an open-source Java application and can be installed using the different distributions available ( https://www.sing-group.org/seda/download.html ) as well as through a Docker image ( https://hub.docker.com/r/pegi3s/seda ). It is released under a GPL-3.0 license, and its source code is publicly accessible on GitHub ( https://github.com/sing-group/seda ). The software version at the time of submission is archived at Zenodo (version v1.6.0, http://doi.org/10.5281/zenodo.10201605 ).
The injury of Phineas Gage has fueled research on and fascination with the localization of cerebral functions in the past century and a half. Most physicians and anatomists believed that Gage sustained a largely bilateral injury to the frontal lobes. However, previous studies seem to have overlooked a few less obvious, but essential details. This has led us to reanalyze the injury using three-dimensional reconstruction and quantitative computer-aided techniques and to propose a new biomechanical model, in order to determine the location and extent of the injury and explain Gage's improbable survival. Unlike previous studies on this subject, our findings are based on computer-generated three-dimensional reconstructions of a thin-slice computed tomography scan (CAT) of Phineas Gage's skull. The results of our image analysis were corroborated with the clinical findings, thoroughly recorded by Dr. Harlow in 1848, as well as with a systematic examination of the original skull specimen. Our results show that the cerebral injury was limited to the left frontal lobe, did not extend to the contralateral side, did not affect the ventricular system, and did not involve vital intracranial vascular structures. Although modern neuroscience has perhaps outgrown the speculations prompted by this famous case, it is still a living part of the medical folklore and education. Setting the record straight based on clinical reasoning, observation of the physical evidence, and sound quantitative computational methods is more than mere minutia and of interest for the broad medical community.
The inquiry on the nature of truth in language comprehension has a long history of opposite perspectives. These perspectives either consider that there are qualitative differences in the processing of true and false statements, or that these processes are fundamentally the same and only differ in quantitative terms. The present study evaluated the processing nature of true and false statements in terms of patterns of brain activity using event-related functional-Magnetic-Resonance-Imaging (fMRI). We show that when true and false concept-feature statements are controlled for relation strength/ambiguity, their processing is associated to qualitatively different processes. Verifying true statements activates the left inferior parietal cortex and the caudate nucleus, a neural correlate compatible with an extended search and matching process for particular stored information. In contrast, verifying false statements activates the fronto-polar cortex and is compatible with a reasoning process of finding and evaluating a contradiction between the sentence information and stored knowledge.
The Institute of Medicine calls for collaboration and encourages nursing education programs to provide opportunities for students to engage in collaborative efforts with members of the healthcare team to improve the practice environment and patient outcomes. Nurse educators strive to provide meaningful learning experiences that garner competence, decision-making, clinical reasoning, and problem-solving. The purpose of this study was to examine the effect of collaborative testing on student learning of mental health concepts and to evaluate student perceptions of this learning strategy. A mixed method research approach was used with students enrolled in a psychiatric mental health class in a baccalaureate nursing program. The quantitative research revealed collaborative testing improved student exam scores and the qualitative research revealed the majority of students had a positive perception of collaborative testing. The research findings support the idea that collaborative testing is an active teaching strategy that fosters higher academic success. Collaborative testing can introduce the nursing student to the process of teamwork, critical thinking, and problem-solving. The development of these attributes will facilitate the student's ability to work collaboratively as a member of the interprofessional healthcare team.
The Integrated School Health Policy was set to ensure the incorporation of a multi-disciplinary approach to health care in South African schools. However, the implementation of sexuality and reproductive health teaching and learning has not been without problems. Central to sexuality and reproductive health education is the common ethical application of the subject in teaching. School sexuality and reproductive health education have proved to be a sensitive issue across a socio-cultural environment. Compliance with ISHP programs in sexuality and gender orientation is related to the inclusion of a more comprehensive education for learners to cover human rights and sexual diversity. This paper aims to reflect on the ethical challenges related to the integration of reproductive health education and teaching in schools in the City of Tshwane. This study applied a descriptive exploratory quantitative research design. Data was collected using a survey questionnaire and a checklist, and applied stratified random sampling to select schools that participated in the study. Data were analysed using descriptive statistics which included frequencies and percentages (%). The results show that the absence of health care values in organisational strategies will challenge the ethical dimension relating to sexuality and reproductive health education. The ethical dilemma of teaching sexual and reproductive health in schools can prove to be a challenging exercise since its a sensitive issue in most societies. Sexuality and reproductive health education is compounded by a lack of clear guidelines in the ISHP programs and the diversity of stakeholders that do not hold a common or standardised ethical framework. Furthermore, lack of sufficient teacher preparation adds to the ethical dilemma in managing school ethical issues in general.
The integration of Artificial Intelligence (AI) in medical education and practice is a significant development. This study examined the Knowledge, Attitudes, and Practices (KAP) of health professions' students in Jordan concerning AI, providing insights into their preparedness and perceptions. An online questionnaire was distributed to 483 Jordanian health professions' students via social media. Demographic data, AI-related KAP, and barriers were collected. Quantile regression models analyzed associations between variables and KAP scores. Moderate AI knowledge was observed among participants, with specific understanding of data requirements and barriers. Attitudes varied, combining skepticism about AI replacing human teachers with recognition of its value. While AI tools were used for specific tasks, broader integration in medical education and practice was limited. Barriers included lack of knowledge, access, time constraints, and curriculum gaps. This study highlights the need to enhance medical education with AI topics and address barriers. Students need to be better prepared for AI integration, in order to enable medical education to harness AI's potential for improved patient care and training.
The integration of artificial intelligence (AI) into health care offers the potential to enhance patient care, improve diagnostic precision, and broaden access to health-care services. Nurses, positioned at the forefront of patient care, play a pivotal role in utilizing AI to foster a more efficient and equitable health-care system. However, to fulfil this role, nurses will require education that prepares them with the necessary skills and knowledge for the effective and ethical application of AI. This article proposes a framework for nurses which includes AI principles, skills, competencies, and curriculum development focused on the practical use of AI, with an emphasis on care that aims to achieve health equity. By adopting this educational framework, nurses will be prepared to make substantial contributions to reducing health disparities and fostering a health-care system that is more efficient and equitable.
The integration of artificial intelligence (AI) into pharmacy education and practice holds the potential to advance learning experiences and prepare future pharmacists for evolving healthcare practice. However, it also raises ethical considerations that need to be addressed carefully. This study aimed to explore pharmacy students' attitudes regarding AI integration into pharmacy education and practice. A cross-sectional design was employed, utilizing a validated online questionnaire administered to 702 pharmacy students from diverse demographic backgrounds. The questionnaire gathered data on participants' attitudes and concerns regarding AI integration, as well as demographic information and factors influencing their attitudes. Most participants were female students (72.8%), from public universities (55.6%) and not working (64.2%). Participants expressed a generally negative attitude toward AI integration, citing concerns and barriers such as patient data privacy (62.0%), susceptibility to hacking (56.2%), potential job displacement (69.3%), cost limitations (66.8%), access (69.1%) and the absence of regulations (48.1% agree), training (70.4%), physicians' reluctance (65.1%) and patient apprehension (70.8%). Factors including country of residence, academic year, cumulative GPA, work status, technology literacy, and AI understanding significantly influenced participants' attitudes (p < 0.05). The study highlights the need for comprehensive AI education in pharmacy curricula including related ethical concerns. Addressing students' concerns is crucial to ensuring ethical, equitable, and beneficial AI integration in pharmacy education and practice.
The integration of big data technology in the manufacturing process has become a norm, and as society's dependence on the digital economy increases, colleges and universities must adjust their teaching methods to cater to their students' needs. In evaluating the success of business-school partnerships, there is a need for common criteria and visualising data analysis results. However, the current educational approach presents some challenges, including a lack of practical experience with software, overemphasis on theoretical concepts, and inadequate training in problem-oriented statistical modeling and big data statistics projects. Industry-education cooperation should be leveraged to enhance the implementation of big data technology and promote its overall development. This paper analyses the shortcomings of traditional talent training models in higher education and proposes incorporating industrial education to address the gaps. The paper aims to bridge the industry-education gap by developing and implementing an Inter-Technology Information Management (ITIM) system for quality education. The ITIM system uses a fuzzy algorithm to evaluate the quality of education and provides various intelligent functional modules, such as group management, financial management, and process-to-process communication. Compared to other integration models, the proposed management system offers superior performance with an industrial education performance accuracy of 98%, an average analysis, and calculation time of 20 ms and a maximum performance efficiency of 98%.By incorporating dynamic analysis of industry education, the experimental results of the talent training model have led to improvements in teaching effectiveness, student learning, and theoretical-applied teaching quality.
The integration of high-fidelity simulation (HFS) in nursing education has increased, but its effect on students' clinical decision-making skills and their ability to transfer these skills to clinical practice remains unclear. This qualitative study aimed to explore nursing students' perceptions of simulation's role in developing decision-making skills for clinical practice. Twenty-three self-selected final-year nursing students participated in an HFS exercise in 2016. They engaged in "think-aloud" activities during the simulation, reviewed videos of their performance, and attended a structured debriefing session. Four to six weeks later, face-to-face semistructured interviews were conducted to gather their views on the application of learning from simulation into practice. Thematic analysis was used to analyze the interview data. Four themes emerged from the analysis: "enhancing clinical decision-making skills," "recognition of the types of clinical decision-making," "recognition of cognitive biases," and "transferability and integrating theory into practice." Simulation improved student self-awareness, decision-making skills, and recognition of cognitive biases applied in practice. Overall, students found that the simulation improved their ability to apply theoretical knowledge gained through simulation to practice. The students' perception of the authenticity of activities in relation to real-world scenarios played a crucial role in enhancing the transferability and application of acquired knowledge from simulation to clinical practice. The findings provide valuable insights into how simulation optimizes learning and decision-making skills, ultimately promoting effective care in clinical settings.
The integration of large language models (LLMs) like ChatGPT into medical education presents potential benefits and challenges. These technologies, aligned with constructivist learning theories, could potentially enhance critical thinking and problem-solving through inquiry-based learning environments. However, the actual impact on educational outcomes and the effectiveness of these tools in fostering learning require further empirical study. This technological shift necessitates a reevaluation of curriculum design and the development of new assessment methodologies to measure its effects accurately. Additionally, the use of LLMs introduces significant ethical concerns, particularly in addressing inherent AI biases to ensure equitable educational access. LLMs may also help reduce global disparities in medical education by providing broader access to contemporary medical knowledge and practices, though their deployment must be managed carefully to truly support the training of competent, ethical medical professionals.