Yoxas/statistical_literacy huggingface dataset:
This curriculum is designed for emergency medicine fellows and first-year junior faculty. The curriculum covers core topics related to academic and professional success for an early career faculty member. The curriculum is designed as quarterly sessions over the course of one academic year. An increasing number of emergency medicine graduates are pursuing fellowship after completion of residency.1 Fellowship can be challenging as newly minted graduates begin to explore their academic niche, refine their clinical practice, and define their personal and professional spheres. We propose a structured curriculum to help guide fellows and new faculty to mitigate these challenges. The aim of this curriculum is to develop relevant skills to promote academic success for fellows and first-year faculty at the start of their academic career and which could be completed during a one-year training timeline. We included topics relevant to all fellow and new faculty's expected personal and professional journey during this first year, including time management, academic productivity, resilience/wellness, and developing a national reputation. The educational strategies used in this curriculum consist primarily of lecture seminars. There is one short individual activity associated with the lectures and one small group discussion. The course was assessed with pre- and post-test surveys following each lecture. Surveys assessed participants' reaction, learning, and behavior for each session. Evaluations were completed based on a 5-point Likert scale (1=strongly disagree, 5=strongly agree). Fifteen participants attended the seminar series encompassing fellows and first-year faculty/post-fellows from ten different fellowship subspecialities. Average pre-assessment scores were low for many of the self-reported skills and confidence throughout the seminar series. Overall, participants reported increased confidence on the post-test for each of the seminar topics. In addition, participants reported that they learned new skills and planned to use the new ideas presented. All participants reported they would recommend these seminars to someone else on their same career path. Overall, participants reported increased confidence, new skills, and plans to use the ideas presented in the seminar series. The content appears applicable to this learner set since all reported they would recommend the series to others on their career path. In conclusion, we believe our seminar series will build skills for fellows and first-year faculty which will promote academic success. Academic success, professional development, early career development.
This dataset portrays the measurement of Digital Literacy of students based on the components Ability to use Media (Am), Advanced use of Digital Media (Adm), Managing Digital Learning Platforms (Mp), and Ethics and Safety in the use of digital media (Es) of Indonesian students at the junior high school level in the region Madiun City in implementing and utilizing digital technology as a means and source of learning material. An online survey was distributed to collect data on demographic information (2 items), Digital Literacy (50 items) which was divided into several components which included Am (13 items), Mp (9 items), Adm (13 items) and Es (15 items), which was carried out from October to December 2022. A total of 385 respondents were involved using probability sampling based on a random convenienve sample of Indonesian students from 12 junior high schools in Madiun City and its surroundings. The survey data were analyzed using the Anova One Way and Partial Correlation statistical analysis tests. This dataset can assist teacher institutions in designing effective programs to improve digital literacy of students in utilizing technology as a source of material and knowledge in the student learning process. Future researchers can compare this dataset with data which is more rigorous, especially from developing countries.
This dataset presents data collected to assess teaching and learning of quantum physics at the University of Rwanda - College of Education (UR-CE), Rwanda. Data were collected between August and November 2019 as the baseline, and between January and April 2022 under a quasi-experimental design. Three sets of data were collected. The first set was about students' performance and conceptual understanding collected before and after teaching intervention (lecture method or multimedia-aided approach) using mainly Quantum Physics Conceptual Survey (QPCS). The second set documented classroom practices during teaching and learning using the Classroom Observation Protocol for Undergraduate STEM (COPUS). The last set is comprised of the data related to lecturers' and students' perceptions before teaching and learning quantum physics and students' attitudes after learning Quantum physics. The Quantum Physics Attitude Test (QPAT) was mainly used to collect these data. The dataset is important to education stakeholders because university managers can visualize the status of teaching and learning outcomes, lecturers can reflect on the study, and researchers can use the data to analyze various independent variables.
This dataset provides longitudinal survey data from a European project, ySKILLS, which was focused on the role of digital skills in youths' development. It contains data from 10,821 participants from Grades 6-10 (in Wave 1) in Estonia, Finland, Germany, Italy, Poland, and Portugal. The data was collected between Spring 2021 and Spring 2023, the participants were recruited through schools, where the data collection also took place, except for online data collections due to restrictions caused by COVID-19. The dataset is novel in its multidimensional approach to the construct of digital literacy. It provides insight into the development of digital skills in youth and the role of digital skills and internet usage in youths' positive and negative online experiences and wellbeing. It also contains data that allows for the analysis of the role of digital skills in class networks. The data are beneficial for researchers interested in the examination of youths' online skills, internet usage, online experiences, and wellbeing from a longitudinal perspective.
This descriptive qualitative study aimed to understand the feelings and thoughts experienced by 4th year midwifery students during the first birth they attended during clinical practice. Focus group interviews were conducted with 22 final year midwifery students in Istanbul, Türkiye December 2020. The transcribed data were analyzed by the descriptive qualitative analysis method. The students experienced not only negative feelings such as fear, torment, anxiety but also positive feelings such as hope, excitement, and curiosity during the first birth practice. The situations that caused negative feelings and thoughts were not only the feelings of the students but also the conditions that negatively affected the care provided to the patient in the clinic. The clinical practice environment affects the feelings and thoughts of midwifery students about the birth process. For this reason, improving the clinical practice environment and supporting students throughout the education process may contribute to the development of positive feelings and thoughts when attending as a student for their first birth suite placement.
This document presents the protocol of a study conducted as a part of the WEB DATA OPP project, which is funded by the H2020 program. The study aimed to investigate different aspects of the collection of images through web surveys. To do this, we implemented a mobile web survey in an opt-in online panel in Spain. The survey had various questions, some of which were about the books that the participants have at their main residence. The questions related to books were asked in three different ways: regular survey questions showing visual examples of how different numbers of books fit in a 74 centimetre wide shelf depending on their thickness, regular survey questions without the visual examples, and questions where participants were asked to send photos of the books at their home. This report explains how the study was designed and conducted. It covers important aspects such as the experimental design, the questionnaire used, the characteristics of the participants, ethical considerations, and plans for disseminating the results.
This editorial discusses the transformative potential of digital health literacy and the critical role of electronic medical records (EMRs) in promoting patient empowerment in the healthcare landscape of developing countries. It examines the impact of digital media in healthcare, noting its ability to both democratize access to information and services and pose risks of misinformation among populations with limited health literacy. The discussion includes an overview of key literacy components critical for effectively navigating the digital healthcare ecosystem. Our article highlights the critical role of EMR in facilitating a patient-centered care (PCC) model, with a special emphasis on making EMR systems accessible and user-friendly for vulnerable groups in developing countries. The core aim of our study is twofold: First, it sheds light on the significant challenges - be they technical, financial, or infrastructural - that obstruct the adoption of sophisticated EMR systems in these areas. Second, it explores the essential aspect of digital health literacy, advocating for its improvement as a vital step toward enabling patients to effectively engage with their medical records. By addressing these key issues, our study seeks to illustrate how enhancing digital health literacy, alongside increasing the accessibility of EMR systems, can empower patients in the developing world to actively participate in their healthcare processes. This dual focus aims to contribute to the broader discourse on improving healthcare outcomes through more inclusive and patient-centered approaches, particularly in settings that are currently underserved by modern healthcare technologies. In conclusion, the editorial advocates for a concerted effort toward creating a more inclusive and empowered healthcare paradigm. It suggests integrating PCC principles, tailoring EMR systems to diverse needs, and enhancing digital health literacy as strategies to harness digital health innovations for better healthcare outcomes and equity. It emphasizes the importance of ongoing investment in education, technology, and policy to fully leverage digital health solutions in the developing world.
This empirical research creates and assesses a community interaction open-source learning framework. The framework established an efficient open-source learning environment for engineering courses to develop undergraduates' sustainability competencies. The teaching practice of the framework was designed into three stages: course preparation, theory lecture, and project practice. In the teaching practice, community interaction elements were embedded, including community/student two-way selection, systemic teaching and difficulty discussion, expert/student negotiation on teaching forms, teacher/expert coordination on teaching contents, and expert/student two-way feedback on schedules. The interaction elements between students, teachers, and experts enhanced the effectiveness of open-source learning in engineering courses. The experimental results showed that the students exhibited a positive attitude and high participation in the learning procedure and reported a sense of achievement in the project practice. The open-source learning framework significantly improved systemic thinking, conceptual understanding, interdisciplinary collaboration and professional skills. It enhanced students' key sustainability competencies and laid the foundation for them to become expertise-based innovators and open-source community contributors.
This experiment investigated the effect of format (line vs. bar), viewers' familiarity with variables, and viewers' graphicacy (graphical literacy) skills on the comprehension of multivariate (three variable) data presented in graphs. Fifty-five undergraduates provided written descriptions of data for a set of 14 line or bar graphs, half of which depicted variables familiar to the population and half of which depicted variables unfamiliar to the population. Participants then took a test of graphicacy skills. As predicted, the format influenced viewers' interpretations of data. Specifically, viewers were more likely to describe x-y interactions when viewing line graphs than when viewing bar graphs, and they were more likely to describe main effects and "z-y" (the variable in the legend) interactions when viewing bar graphs than when viewing line graphs. Familiarity of data presented and individuals' graphicacy skills interacted with the influence of graph format. Specifically, viewers were most likely to generate inferences only when they had high graphicacy skills, the data were familiar and thus the information inferred was expected, and the format supported those inferences. Implications for multivariate data display are discussed.
This exploratory study aims to gain insights into practitioners' experiences and perceptions of the "Voices of Athletes" (VOA), a specialized athlete support program, developed and implemented in the Pacific Islands. Semi-structured interviews enabled participants to share detailed experiences, with 14 practitioners participating. Thematic analysis of the data identified five key themes: "Fostering Athlete Empowerment", "Impact of Sport on Education and Social Change", "Expanding VOA's Reach and Impact", "VOA's Role in Preparing Athletes for Post-Sport Life", and "Optimizing VOA Implementation and Experience". The findings demonstrated that the VOA plays a critical role in empowering athletes and assisting them in becoming leaders within their societies. Practitioners emphasized the power of sport as an effective channel for education and inspiration, and the potential for the VOA framework to be applied in various contexts and regions. The study also revealed that the VOA helps athletes prepare for life after sport, contributing to increased self-esteem, development of transferable skills, and awareness of their social roles. The findings also emphasized the need for VOA improvements, including enhanced interactivity, larger spaces, and financial support. Recognition from sport governing bodies and coaches could broaden the program's reach and impact. Incorporating internship schemes within the VOA or related programs could address life after sport more effectively. Developing written VOA guidelines would ensure consistent, sustainable delivery, supporting its potential for wider implementation and adaptation, contributing to holistic development for athletes and young people globally.
This household survey involved determining the bone mineral density of 254 postmenopausal African women in Kiambu County, Kenya. The prevalence of osteoporosis was 26.4%. A positive association between osteoporosis and advancing age, poverty, illiteracy, and being underweight was found. Osteoporosis is a worldwide health problem with high morbidity and mortality. In Kenya, there is paucity of information on the magnitude and risk profiles of those at risk. The objective of this study was to determine the prevalence and associated factors of osteoporosis among postmenopausal women in a Kenyan periurban population. This community-based cross-sectional survey involving 254 postmenopausal African women in Kiambu County, Kenya, was carried out between October 2017 and February 2018. Multi-stage random sampling approach was adopted where households were selected after sampling sub-counties and enumeration areas. A structured questionnaire was administered and physical examination done on recruited participants by the principal investigator and research assistants. Weight and height of the participants were measured and bone mineral density was determined using dual-energy X-ray absorptiometry (DXA). Data were analyzed using SPSS statistical software version 21.0, SPSS Inc. The mean age of the women was 64.6 years and ranging between 50 and 95 years. The prevalence of osteoporosis was 26.4%. Osteoporosis was associated with advancing age (p < 0.0001), low socioeconomic status (p = 0.007), lower education level (p < 0.0001), being underweight (BMI < 18.5) (p < 0.0001), family history of osteoporosis (p = 0.006), and caffeine intake (p = 0.002). The association between osteoporosis and occupation, marital status, age at menarche, and exercise was not statistically significant. The prevalence of osteoporosis among the select women in Kenya is high and is associated with advancing age, poverty, illiteracy, and being underweight. There is need to implement intervention strategies based on these findings to control osteoporosis in groups at risk.
This implementation feasibility study was conducted to determine whether an evidence-based parent-implemented distance-learning intervention model for young children at high likelihood of having ASD could be implemented at fidelity by Part C community providers and by parents in low-resource communities. The study used a community-academic partnership model to adapt an evidence-based intervention tested in the current pilot trial involving randomization by agency in four states and enrollment of 35 coaches and 34 parent-family dyads. After baseline data were gathered, providers in the experimental group received 12-15 h of training while control providers received six webinars on early development. Providers delivered 6 months of intervention with children-families, concluding with data collection. Regression analyses were used to model outcomes of the coach behaviors, the parent fidelity ratings, and child outcomes. A block design model-building approach was used to test the null model followed by the inclusion of group as a predictor, and finally the inclusion of the planned covariates. Model fit was examined using changes in R2 and F-statistic. As hypothesized, results demonstrated significant gains in (1) experimental provider fidelity of coaching implementation compared to the control group; and (2) experimental parent fidelity of implementation compared to the control group. There were no significant differences between groups on child developmental scores. Even though the experimental parent group averaged less than 30 min of intervention weekly with providers in the 6 months, both providers and parents demonstrated statistically significant gains on the fidelity of implementation scores with moderate effect sizes compared to control groups. Since child changes in parent-mediated models are dependent upon the parents' ability to deliver the intervention, and since parent delivery is dependent upon providers who are coaching the parents, these results demonstrated that two of these three links of the chain were positively affected by the experimental implementation model. However, a lack of significant differences in child group gains suggests that further work is needed on this model. Factors to consider include the amount of contact with the provider, the amount of practice children experience, the amount of contact both providers and parents spend on training materials, and motivational strategies for parents, among others. Registry of Efficacy and Effectiveness Studies: #4360, registered 1xx, October, 2020 - Retrospectively registered, https://sreereg.icpsr.umich.edu/sreereg/.
This investigation explored relationships between biological maturation, physical and academic performance in young male soccer players. Thirty-eight players (age: 9.79 ± 1.21 years; body mass index (BMI): 20.4 ± 2.39 kg/m2; body fat: 16.8 ± 2.21%) participated. Measures of anthropometry used for body mass, body fat percentage (%BF), and BMI as well. Postural control, 15 m sprint, squat jumps and counter-movement jumps (SJ, CMJ), and T-half test for change-of-direction (CoD) were parameters of physical performance. The grade point average (GPA) of mathematics determined academic attainment. Moore's equations were used to estimate their maturity status (PHV). Biological maturation was highly correlated with most (not 15 m sprint) physical and academic performance parameters, especially CMJ (r = -0.812) and mathematics (r = -0.781). Academic performance showed the largest relations to the jumping performance (CMJ: r = 0.771; SJ: r = 0.723). In contrast, anthropometric and fatness parameters were not relevantly (r ≥ 0.5) correlated with any other parameters. The largest correlations were calculated for sitting height vs. SJ (r = -0.408), sitting height vs. postural control (r = -0.355), leg length vs. postural control (r = -0.339). As a result, it is essential to take biological maturation inconsideration while assessing the physical and academic achievement of young soccer players. In consequence, soccer coaches and physical education (PE) teachers should be cognizant of the impact of biological maturity on physical and academic performance to assist fair and equal opportunities for achievement in young players.
This is a cross-sectional exploratory analysis of publicly available Internet data to examine compliance to web content accessibility guidelines (WCAG) on patient education social media posts in ophthalmology. WCAG ensures web content accessibility for those with disabilities (including visual impairment). A total of 100 social media posts were sampled from ten ophthalmology patient education social media pages and ten non-ophthalmology (cardiopulmonary) pages as the comparison group. Three independent graders evaluated the selected posts based on the WCAG 2 checklist by WebAIM, a non-profit affiliated with Utah State University, after its adaptation for social media posts. Validated accessibility standard labels: "0" for not meeting any standards, "1" or "A" for meeting bare minimum accessibility requirements, "2" or "AA" for meeting legal accessibility requirements, or "3" or "AAA" for exceeding accessibility requirements. There was not enough evidence to detect a difference in WCAG scores between ophthalmology and non-ophthalmology posts (p = 0.80). Forty-nine percent of scores for ophthalmology social media posts showed no compliance with any WCAG. The most common reasons that ophthalmology posts failed to meet criteria were due to color and contrast issues (39%). Most ophthalmology social media posts had low WCAG scores, indicating poor compliance to WCAG. Because social media is highly visual, reduced compliance to WCAG may create barriers for low vision individuals to successfully access patient education social media content.