Yoxas/statistical_literacy huggingface dataset:
This article is a report of a study protocol designed to examine the effects of guided clinical reasoning on the quality of the Advanced Nursing Process-the evidence-based version of the traditional nursing process. It aims to describe the theoretical framework-Kirkpatrick's evaluation model, the key concepts and the instruments for the planned study. A complex experimental intervention study using data and method triangulation is proposed. Registered Nurses (N = 92), nursing records (N = 180) and 24 patients will be included. Nurses' knowledge and attitude will be evaluated by questionnaires/tests, their clinical performance by observations. Patients' perspective will be addressed by qualitative interviews and patient records by using the instrument Quality of Diagnoses, Interventions and Outcomes revised (Q-DIO R). Kirkpatrick's model (including quantitative and qualitative methods) is providing evaluations from different perspectives on the quality of the Advanced Nursing Process and on intervention effects.
This article is a tribute to the action of François Gros within the COPED (Committee of Developing Countries) which he created in 1997 and led until 2017. The COPED aims to reflect on the major scientific problems posed to developing countries and to try to provide them with solutions in partnership with them. Its actions have resulted in the organization of mini-forums, workshops, international symposia and reports for governments and authorities. Without being exhaustive, a number of actions carried out by François Gros or on his initiative are described in fields as diverse as health, chemistry, agronomy, energy, applied mathematics, renewable resources management and biodiversity, or education, training and the role of women in the sustainable development of African societies. The diversity of these concerns is a good illustration of the range of areas in which François Gros saw a possible impact of science in the service of development.
This article is dedicated to the development of a model for competencies within an educational program and its implementation through the use of semantic technologies. The model proposed by the authors is distinctive in that competencies are organized into a hierarchical data structure with arbitrary levels of nesting. Furthermore, the article presents an original solution for modelling the input requirements for studying a course, which is defined in the form of dependencies between the competencies generated by the course and the competencies of other courses. The outcome of this work is an ontological model of a competency-based curriculum, for which the authors have developed and implemented algorithms for data addition and retrieval, as well as for analyzing the consistency of the curriculum in terms of the input requirements for studying a discipline and the learning outcomes from previous periods. The findings presented in the article will prove to be valuable in the development of educational process management information systems and educational program constructors. They will also be instrumental in aligning diverse educational programs within the context of academic mobility.
This article is the second part of a series dealing with the description and visualization of mathematical functions used to describe a powder diffraction pattern for teaching and education purposes. The first part dealt with the instrumental and sample contributions to the profile of a Bragg peak [Dinnebier & Scardi (2021 ▸). J. Appl. Cryst.54, 1811-1831]. The second part, here, deals with the mathematics and physics of the intensity in X-ray powder diffraction. Scholarly scripts are again provided using the Wolfram language in Mathematica.
This article outlines the protocol for a trial to test the effectiveness of a nature-based intervention called Open Sky School to reduce mental health problems among elementary school children. Experimental studies show that contact with nature (e.g. walks in parks) improve mental health. A growing number of teachers have been applying outdoor education within the regular school curriculum and evidence suggests that such teaching methods could improve students' mental health but a randomized controlled trial has never been conducted. A two-arm clustered randomized controlled trial will be conducted in elementary schools across Québec, Canada. Following informed consent by teachers, parents and students, schools will be randomly assigned 1:1 to the intervention or the control group with a total of 2500 5-6th grade students and 100 teachers expected to participate. The intervention will take place outdoors in a green-space (2 h per week for 12 weeks) and include a toolkit of 30 activities to foster well-being (e.g. mindfulness) and academic competencies (e.g. mathematics). Questionnaires will be administered to teachers and students before, immediately after and 3 months after the intervention. The primary outcome will be reductions of mental health problems in children from pre-to-post test (Social Behavior Questionnaire: self and teacher reports). Secondary outcomes include depression, positive and negative affect, nature connectedness, and pro-environmental behaviors among children. We will explore, immediate benefits on teacher's well-being and positive and negative affect and sustained benefits among students at 3 months follow-up. For the primary outcome, we will explore moderators including child's sex, child's disability status, the green-space of neighbourhoods, the school's socio-economic position and teacher's experience. In conducting the first randomized controlled trial of the Open Sky School, our results could provide empirical evidence on the effectiveness of nature-based interventions in reducing mental health problems among elementary school children. This study was registered with clinicaltrials.gov: NCT05662436 on December 22, 2022.
This article points out deficiencies in present-day definitions of public health surveillance, which include data collection, analysis, interpretation and dissemination, but not public health action. Controlling a public health problem of concern requires a public health response that goes beyond information dissemination. It is undesirable to have public health divided into data generation processes (public health surveillance) and data use processes (public health response), managed by two separate groups (surveillance experts and policy-makers). It is time to rethink the need to modernize the definition of public health surveillance, inspired by the authors' enhanced Data, Information, Knowledge, Intelligence and Wisdom model. Our recommendations include expanding the scope of public health surveillance beyond information dissemination to comprise actionable knowledge (intelligence); mandating surveillance experts to assist policy-makers in making evidence-informed decisions; encouraging surveillance experts to become policy-makers; and incorporating public health literacy training - from data to knowledge to wisdom - into the curricula for all public health professionals. Work on modernizing the scope and definition of public health surveillance will be a good starting point.
This article presents a case study where integration of arts and humanities into a clinical programme is being implemented at scale, as core mandatory learning for all students within a UK dental, undergraduate context. The cross-disciplinary programme described, that integrates the Humanities with Clinical Sciences, is a longitudinal professional identity formation curriculum for sustainable oral healthcare which aligns with the UK dental regulator's proposals for a 'safe practitioner' framework for new graduates. The Clinical Humanities & Wellbeing modules embrace the emotional and attitudinal aspects of learning and educate clinical students for the practical wisdom (phronesis) required to deliver 21st century oral healthcare in an era of uncertainty. The overarching aim of the curriculum and its accompanying assessment is to promote critical reflection, student insight and development of integrity, reflexivity, and responsibility. Enabling the subjectification of professional identity formation in this cross-disciplinary way aims to develop students as 'safe practitioners', with increased professional autonomy, responsible for their own actions, and who are better equipped for the uncertainties and phronesis of clinical practice. At present, the programme is being evaluated, employing illuminative evaluation methodology and we present some tentative initial findings. The authors believe that this unique approach and signature pedagogy is, with careful curation, transferrable to other health professions' contexts.
This article presents a causal inference analysis of vaccine hesitancy for Coronavirus disease 2019 (COVID-19) vaccines based on socio-demographic data obtained via questionnaires applied to a sample of the Brazilian population. This data includes the respondents' political preferences, age group, education, salary range, country region, sex, believing fake news, vaccine confidence, and intention to get the COVID-19 vaccine. The research created a causal graph using these variables, seeking to answer questions about the probability of people getting vaccinated. The results of this research corroborate findings observed in the literature, also presenting unique findings: (i) The perception that the vaccine is safe is positively affected by age group and negatively by religion; (ii) The older the person, the greater the probability of considering the vaccine safe and, consequently, of getting vaccinated; (iii) The religion variable showed great importance in the model since it has a simultaneous causal effect on political preferences and the perception of vaccine safety; (iv) The data reveal that the probability of a person accepting the vaccination against COVID-19 is reduced given the fact that they believe fake news related to the vaccine. The methodology applied in this research can be replicated for populations from other countries so that it is possible to generate customized models. General causal models can be helpful for agencies dealing with vaccine hesitancy to decide which variables should be addressed to reduce this phenomenon.
This article presents a comprehensive framework for the implementation of social and emotional learning (SEL) programs as a means of health promotion in educational settings, to positively impact student, school, and adult mental health and wellbeing across education. It emphasizes the profound impact of education on life trajectories and success definitions. Drawing inspiration from the Greek myth of Icarus and Maya Angelou's poem "Still I Rise," it explores contrasting notions of success and their consequences. Schools play a pivotal role in shaping students' wellbeing across multiple dimensions and developmental stages. Because of this, holistic mental health and wellbeing promotion that takes a whole-school approach is critical. The paper introduces the PRICES framework (Preparation and Access, Restoration, Integration, Connection and Community, Educator Support, Strengths-Based Cultivation and Student Voice) as a comprehensive method for implementing SEL programs in educational systems. Each component of the PRICES framework is discussed in detail, emphasizing its role in fostering positive health promotion within schools. Examples of implementation plans that operationalize this model through a co-development process focusing on the Social, Emotional, and Ethical (SEE) Learning program are also presented. The PRICES model encourages a shift towards a more holistic approach to education, nurturing social and emotional development alongside academic achievement. By prioritizing wellbeing, fostering a sense of community, and integrating evidence based SEL interventions, schools can positively impact the mental health and overall flourishing of students and educators, contributing to thriving communities.
This article presents a quantitative way of modeling the interim decisions of clinical trials. While statistical approaches tend to focus on the epistemic aspects of statistical monitoring rules, often overlooking ethical considerations, ethical approaches tend to neglect the key epistemic dimension. The proposal is a second-order decision-analytic framework. The framework provides means for retrospective assessment of interim decisions based on a clear and consistent set of criteria that combines both ethical and epistemic considerations. The framework is broadly Bayesian and addresses a fundamental question behind many concerns about clinical trials: What does it take for an interim decision (e.g., whether to stop the trial or continue) to be a good decision? Simulations illustrating the modeling of interim decisions counterfactually are provided.
This article presents data derived from a survey conducted to assess the validity and reliability of a newly developed instrument for Quality Management System items in the context of educational institutions. By analyzing the descriptive statistics, a concise overview of the main characteristics of the data set is provided, which facilitates the implementation and interpretation of the newly developed Quality Management System. Considering the need for quality education highlighted in the United Nations Sustainable Development Goals, organizations need to prioritize quality management, which can be achieved through the implementation of Quality Management Systems. The present data set focuses on Islamic Quality Management Systems in Malaysian educational institutions and includes responses from 35 Islamic private elementary school in different states in Malaysia. This dataset covers a wide range of variables relevant to the education sector and provides valuable insights for education stakeholders and curriculum developers. By aligning with the principles of quality education advocated by the SDGs, these findings offer significant opportunities to support educators and improve the quality of education.
This article presents the results of soil and water analysis plus the plans -or "maps"- from the Report [1] issued 1974 on salt-affected soils in a new irrigation district located in the semi-arid Bardenas area of Aragón, northern Spain (Fig. 1). The survey was carried out by the now defunct Institute for Agrarian Reform and Development (i.e., IRYDA by its Spanish acronym). Work began in January 1972, with a preliminary reconnaissance survey on 53,000 ha using aerial photographs at a scale of 1:32,000 from the USAF photogrammetric flight of 1956-57 which covered almost the whole of Spain. Photographs from this flight are available on the Spanish aerial photograph viewer (https://fototeca.cnig.es/fototeca/). At that time, levelling for irrigation had not yet begun. This reconnaissance allowed the selection of an area of 32,300 ha (Fig. 1) with relevant salinity symptoms, like irrigated fields with irregular or no crop growth. A more detailed photo interpretation of the area was carried out at 1:12,000 scale from a flight in August 1971. The new irrigation district is fed by high quality water from the Pyrenees, but soon faced salinity problems that were well known to the farmers and echoed by the media [2, 3, 4] in an environment of great social concern about increasing agricultural production [5]. The Report, written in Spanish, is dated July 1974, but the soil profiles were described and sampled between April 1972 and March 1974. The Report [1] consists of two volumes, the first is a Memoria containing data from the surveys, laboratory analyses, pedological descriptions and some photographs of the soils and other land features of agricultural importance, as well as data and calculations for designing the drainage of selected plots. The second volume consists of five folded plans: a) location of the surveyed area at the scale of 1:200,000, and four plans at the scale of 1:25,000, b) soil-geomorphologic units, c) soil units describing their characteristics, d) land use, and e) locations of the described soil profiles and other field observations. Taken together, these data, improved by our orthorectification, gives a picture of the salinity and other soil properties in this area. The reuse of the data for comparisons with the evolution of agriculture in subsequent years -especially soil salinity and sodicity- will help to evaluate the agricultural practices over the last fifty years, particularly after intensive land levelling and irrigation.
This article provides a nuanced exploration of the state and exigencies of neurosurgical training in sub-Saharan Africa (SSA), viewed through the discerning lens of a medical student. The region has a pronounced scarcity of neurosurgical services, further compounded by sociocultural intricacies and infrastructural inadequacies, resulting in elevated mortality and morbidity rates. The insufficiency of neurosurgeons, facilities, and training centers, particularly in remote areas, exacerbates this predicament. The imperative to fortify neurosurgical training programs is underscored, necessitating a multifaceted approach inclusive of international collaborations and innovative strategies. The challenges impeding neurosurgical training program implementation range from constrained infrastructure to faculty shortages and financial constraints. Recommendations encompass infrastructural investments, faculty development initiatives, and augmented community engagement. An exploration of neurosurgical training programs across diverse African regions reveals commendable strides and imminent deficits, warranting heightened international collaboration. Furthermore, technological innovations, including virtual reality, robotics, and artificial intelligence, are posited as transformative conduits for augmenting neurosurgical training in SSA. The article concludes with a sagacious compendium of recommendations, encompassing standardized curricula, mentorship paradigms, and stringent evaluation mechanisms, all combining efficaciously fortifying neurosurgical insight in SSA and producing transformative improvements in healthcare outcomes.
This article provides an overview of science, technology, engineering, mathematics, and medical sciences (STEMM) talent development from first exposure to a STEMM domain to achieving eminence and innovation. To this end, a resource-oriented model of STEMM talent development is proposed as a framework. It includes a three-stage phase model based on Bloom (1985), with the main focus on interest development in the first stage, skill acquisition toward expertise and excellence in the second stage, and style formation toward eminence and innovation in the final stage. A literature review shows that from an educational perspective, each phase is mainly characterized by the focus that Bloom postulated. However, it is important that all three stages (i.e., interest development, skill acquisition, and style formation) occur in a stage-typical manner. To explain how these primary objectives of STEMM development can be supported through STEMM talent education, Ziegler and Stoeger's (2011) educational and learning capital framework is used in the proposed resource-based model. A literature review shows that consistent provisioning of the resources specified in the model is necessary for individuals to complete a learning pathway to STEMM eminence and innovation.
This article provides structure to developing, implementing, and evaluating a successful coaching program that effectively meets the needs of learners. We highlight the benefits of coaching in medical education and recognize that many educators desiring to build coaching programs seek resources to guide this process. We align 12 tips with Kern's Six Steps for Curriculum Development and integrate theoretical frameworks from the literature to inform the process. Our tips include defining the reasons a coaching program is needed, learning from existing programs and prior literature, conducting a needs assessment of key stakeholders, identifying and obtaining resources, developing program goals, objectives, and approach, identifying coaching tools, recruiting and training coaches, orienting learners, and evaluating program outcomes for continuous program improvement. These tips can serve as a framework for initial program development as well as iterative program improvement.
This article reports an evaluation of the Immunization Training Challenge Hackathons (ITCH), invented by The Geneva Learning Foundation (TGLF) for national and sub-national immunization staff who strive to develop the knowledge and capacity of others to improve immunization program performance. ITCH, a fully-digital program focused on networked collaborative problem-solving between peers, provided an "opt-in" activity for learners in the Teach to Reach (T2R) Accelerator Program designed to improve training effectiveness in the immunization sphere. Conducted by a team from the University of Georgia, this mixed method evaluation consisted of thematic analysis of recorded sessions and open-ended comments; and statistical analyses of application and follow-up survey data. The evaluation focused on what was learned and how ITCH participants implemented what they learned. Key stakeholder interviews provided supplemental data about program intent and results. ITCH consisted of 17 30-min sessions held in 2020, in English and French, with 581 participating at least once out of 1,454 enrolled in the overall program. Challenge owners and respondents came from 15 African and Asian countries and spanned different roles with differing scope. Over 85% [n = 154] of survey respondents [n = 181, a 31% response rate] indicated they were able to implement what they learned from the ITCH sessions. A majority [n = 139, 76.7%] reported finding the sessions useful. Issues with poor connectivity and the timing of the live meetings impeded some in their ability to participate, a problem compounded by consequences of the pandemic. The ITCH process constituted of learning or coming to consciousness simultaneously of four types of learning - participants realizing how much they could learn from each other (peer learning), experiencing the power of defying distance to solve problems together (remote learning), and feeling a growing sense of belonging to a community (social learning), emergent across country borders and health system levels (networked learning). Based on evaluation findings, it was concluded that ITCH demonstrated an effective scalable, informal, non-didactic, experience-led, fast-paced, peer learning design. A focus on community engagement and developing brokering skills was recommended.