Yoxas/statistical_literacy huggingface dataset:
This study investigates geographic disparities in aneurysmal subarachnoid hemorrhage (aSAH) care for Black patients and aims to explore the association with segregation in treatment facilities. Understanding these dynamics can guide efforts to improve healthcare outcomes for marginalized populations. This cohort study evaluated regional differences in segregation for Black patients with aSAH and the association with geographic variations in disparities from 2016 to 2020. The National Inpatient Sample (NIS) database was queried for admission data on aSAH. Black patients were compared to White patients. Segregation in treatment facilities was calculated using the dissimilarity (D) index. Using multivariable logistic regression models, the regional disparities in aSAH treatment, functional outcomes, mortality, and end-of-life care between Black and White patients and the association of geographical segregation in treatment facilities was assessed. 142,285 Black and White patients were diagnosed with aSAH from 2016 to 2020. The Pacific division (D index = 0.55) had the greatest degree of segregation in treatment facilities, while the South Atlantic (D index = 0.39) had the lowest. Compared to lower segregation, regions with higher levels of segregation (global F test p < 0.001) were associated a lower likelihood of mortality (OR 0.91, 95% CI 0.82-1.00, p = 0.044 vs. OR 0.75, 95% CI 0.68-0.83, p < 0. 001) (p = 0.049), greater likelihood of tracheostomy tube placement (OR 1.45, 95% CI 1.22-1.73, p < 0.001 vs. OR 1.87, 95% CI 1.59-2.21, p < 0.001) (p < 0. 001), and lower likelihood of receiving palliative care (OR 0.88, 95% CI 0.76-0.93, p < 0.001 vs. OR 0.67, 95% CI 0.59-0.77, p < 0.001) (p = 0.029). This study demonstrates regional differences in disparities for Black patients with aSAH, particularly in end-of-life care, with varying levels of segregation in regional treatment facilities playing an associated role. The findings underscore the need for targeted interventions and policy changes to address systemic healthcare inequities, reduce segregation, and ensure equitable access to high-quality care for all patients.
This study investigates the effectiveness of a computerized cognitive test battery embedded within a video game to assess executive functions (EF) in deaf and hearing children. We evaluated a diverse cohort of 290 elementary school students aged 5 to 13 years (mean age = 8.86, SD = 1.96), comprising 74 sign language users, 14 Spanish-speaking deaf participants, 23 children with mixed communication methods, and 179 typically hearing individuals. Our statistical analysis focused on item discrimination, reliability, and criterion validation of the game-based assessments. The results indicated high reliability and effective discrimination of EF across the game's three primary stages. External validation was conducted using the Matrices Test, educational attainment, and age as variables. A significant positive correlation (r = 0.377, p < 0.001) was observed between the Matrices Test scores and game-based achievement scores. Furthermore, linear regression analysis revealed education (Standardized Beta = 0.339) and age (Standardized Beta = 0.179) as significant predictors of performance in these scores. This study underscores the value of integrating computerized cognitive assessments within a video game environment for comprehensive neuropsychological evaluations, highlighting its potential in diverse child populations.
This study investigates the effectiveness of a virtual format of an advanced communication skills observed structured clinical examination (OSCE) for senior medical students in comparison to an in-person format. The study also examines the emotional support students experience in the virtual setting. Our analysis was based on quantitative data collected through objective checklists and post-OSCE survey results. The virtual OSCE was a revision of an earlier in-person formative advanced communication skills OSCE for fourth-year medical students. Student performances were assessed by self and peers using objective checklists-the modified Master Interview Rating Scale (mMIRS) and Communication Behavior Checklist (CBC). The mMIRS measured interview process such as avoiding jargon and demonstrating empathy. The CBC examined interview content which included tasks specific to the content of the case. The OSCE was followed by a faculty-led debrief and quantitative survey. The virtual OSCE was conducted in 2021, and the results of the checklists and survey were compared with those collected from two earlier in-person OSCEs. Eighty-three students participated in the virtual OSCE. There was no difference in mMIRS scores between the virtual and in-person OSCE. Overall CBC scores were lower in the virtual OSCE compared to in-person (p < 0.05). Sixty-seven out of 83 (80.7%) students completed the post-OSCE survey. There were no differences between the virtual and in-person OSCE in terms of educational value, whether the OSCE would change the way participants talk to patients, and preparedness to have serious conversations with patients. All respondents somewhat or strongly agreed with feeling emotionally supported during the virtual OSCE. The virtual format was a suitable alternative to an in-person, formative, advanced communication skills OSCE for medical students. The virtual OSCE was educationally effective and was met with student satisfaction and a sense of emotional support. Future virtual iterations must ensure adequate instruction on interview content.
This study investigates the factors influencing university students' behavior in reducing exposure to endocrine disrupting chemicals (EDCs) and the demand for related education. This study utilized a descriptive survey. Data were collected from 192 students in Busan, South Korea, from 1 September to 31 December 2020 using an online questionnaire. Data were analyzed using descriptive statistics, independent t-test, one-way analysis of variance, Pearson's correlation coefficient test, and multiple regression. A positive correlation was observed between knowledge about EDCs and perceived benefits, perceived barriers, and behavior for reducing exposure to EDCs. Perceived benefits had a negative correlation with perceived barriers. Factors affecting students' behavior for reducing exposure to EDCs were age, enrollment in a health-related department, regular exercise, medication, and intake of healthy foods. Moreover, participants preferred to receive relevant information through a variety of educational resources and online teaching methods, favoring videos and social media, but not group discussions or individual counseling. They also preferred lecture-type education and the use of pamphlets, fliers, newspapers, and magazines. Thus, reducing EDC exposure implies encouraging regular exercise, appropriate health medications, and healthy food consumption; it is also necessary to make educational content accessible to college students via the Internet and mobile phones. Future studies should analyze the effect of reducing EDCs within the body through individual behaviors, to improve people's physical, emotional, and socio-psychological health status.
This study investigates the impact of digital textbooks, which play an important role in post-COVID-19 digitalized education, on the development of elementary school students' affective and social competencies. The study quantitatively analyzed three years of student panel data collected from 1,418 students in the third and fourth grades of a digital textbook pilot elementary school in South Korea. This study examined differences in the development of affective and social competencies between the treatment group (n = 708), who used digital textbooks for three years, and the control group (n = 710), who used digital textbooks for two years and returned to paper textbooks. Results showed that the affective competencies of self-efficacy, learning motivation, and learning attitudes were higher in the treatment group than in the control group, and the social competencies of communication, collaboration, and sociability were also higher. Implications for digital education research and related policies are provided, and limitations and suggestions for future research are discussed.
This study investigates the impact of Free-to-Publish (F2P) versus Pay-to-Publish (P2P) models in dermatology journals, focusing on their differences in terms of journal metrics, Article Processing Charges (APCs), and Open Access (OA) status. Utilizing k-means clustering, the research evaluates dermatology journals based on SCImago Journal Rankings (SJR), H-Index, and Impact Factor (IF), and examines the correlation between these metrics, APCs, and OA status (Full or Hybrid). Data from the SCImago Journal Rank and Journal Citation Report databases were used, and metrics from 106 journals were normalized and grouped into three tiers.The study reveals a higher proportion of F2P journals, especially in higher-tier journals, indicating a preference for quality-driven research acceptance. Conversely, a rising proportion of P2P journals in lower tiers suggests potential bias towards the ability to pay. This disparity poses challenges for researchers from less-funded institutions or those early in their careers. The study also finds significant differences in APCs between F2P and P2P journals, with hybrid OA being more common in F2P.Conclusively, the study highlights the disparities in dermatology journals between F2P and P2P models and underscores the need for further research into authorship demographics and institutional affiliations in these journals. It also establishes the effectiveness of k-means clustering as a standardized method for assessing journal quality, which can reduce reliance on potentially biased individual metrics.
This study investigates the impact of the COVID-19 pandemic on energy literacy and conservation behavior among occupant groups in academic buildings in Kuwait. It explores influential factors, focusing on the pandemic's effect on attitudes, intentions, and behaviors related to energy conservation. The research adopts a mixed-methods approach, incorporating quantitative and qualitative data collection methods. Participants, including students, faculty, and staff, completed surveys, participated in questionnaires, focus groups, and took part in interviews. Statistical tests are used to validate the survey data, while thematic analysis is applied to the qualitative data. The findings of the research showed that COVID-19 had a significant impact on participants' attitudes, intentions, and behavior regarding energy literacy and conservation. Specifically, the student group experienced a significant increase in the relationship between their intentions and behavior, while the faculty group exhibited a strong correlation between intention and behavior. The study also found that education, awareness, personal motivation, values, religiosity, and culture were all crucial factors in promoting energy literacy and conservation behavior. The study recommends specific educational interventions, fostering a culture of conservation, providing access to information and resources, promoting community engagement, incorporating religiosity, and improving policies and infrastructure to enhance energy literacy in academic buildings. Additionally, the study highlights the importance of tailored educational interventions that consider the specific needs and challenges of different occupant groups and suggests incorporating religious perspectives to align with the cultural and religious context of the Kuwaiti population. The study's findings offer comprehensive insights into the impact of unforeseen events, such as pandemics, on energy literacy and conservation behavior. These insights have practical implications for policymaking and implementation. Future research could explore the effectiveness of various educational interventions and examine the role of social and cultural factors in shaping energy literacy and behavior.
This study investigates the influence of socioeconomic status, health literacy, and numeracy on treatment decisions and the occurrence of adverse events in patients with breast, lung, and prostate cancer within a Nordic healthcare setting. A follow-up to a cross-sectional, mixed-methods, single-centre study. A Nordic, tertiary cancer clinic. A total of 244 participants with breast, lung and prostate cancer were initially identified, of which 138 first-line treatment participants were eligible for this study. First-line treatment participants (n=138) surpassed the expected cases (n=108). Not applicable as this was an observational study. The study's primary endpoint was the rate of guideline adherence. The secondary endpoint involved assessing treatment toxicity in the form of adverse events. Guideline-adherent treatment was observed in 114 (82.6%) cases. First-line treatment selection appeared uninfluenced by participants' education, occupation, income or self-reported health literacy. A minority (3.6%) experienced difficulties following treatment instructions, primarily with oral cancer medications. The findings indicated lesser cancer health disparities regarding guideline adherence and treatment toxicity within the Nordic healthcare framework. A causal connection may not be established; however, the findings contribute to discourse on equitable cancer health provision.
This study investigates the interplay between emotional competence, self-efficacy, and teaching experience in determining preschool teachers' performance. Drawing on Bandura's Theory of Self-Efficacy, Goleman's Emotional Intelligence Theory, and Bronfenbrenner's Ecological Systems Theory, the research employs a quantitative approach, analyzing responses from preschool teachers in Zhejiang province, China. Key findings reveal that emotional competence significantly predicts teachers' performance and self-efficacy, with self-efficacy further mediating this relationship. Interestingly, while teaching experience moderates the impact of emotional competence on self-efficacy, it does not significantly influence the relationship between self-efficacy and teaching performance. The study underscores the critical role of emotional competence in teaching efficacy and highlights the complexity of how teaching experience interacts with these dynamics. These insights are crucial for developing targeted interventions in teacher training programs, emphasizing emotional skills and self-belief as key drivers of effective teaching in early-childhood education.
This study investigates the mediation of sleep quality between perceived health and occupational burnout in hospital nurses, considering the moderation of workplace violence and organizational culture. Occupational factors lead to physical and mental distress, burnout, and sleep issues in nurses. Approximately two-thirds of nurses experience burnout, impacting patient care quality and safety. Cultivating a positive organizational culture is essential for nursing workforce stability. This cross-sectional study employed convenience sampling to recruit 346 nurses from a teaching hospital in southern Taiwan in July-August 2020 (response rate: 87.3%). Self-administered questionnaires containing validated instruments were employed, including an adapted occupational burnout scale, the Chinese version of an organizational culture scale, a Perceived Health Questionnaire, a Workplace Violence Experience Scale, and the CPSQI; all instruments were reliable and valid. The analysis involved descriptive statistics, linear regression, and the Johnson-Neyman technique. Nurses with better perceived health exhibited significantly lower occupational burnout (p < 0.001). Perceived health indirectly impacted burnout through sleep quality (p < 0.01) with organizational culture as a partial moderator. Bureaucratic organizational culture exacerbated this relationship. Additionally, decreased workplace violence moderated the connections among perceived health, sleep quality, and occupational burnout among nurses. Given the inverse correlation between nurses' perceived health and occupational burnout and considering factors such as workplace violence, organizational culture, and sleep quality, healthcare institutions can proactively take steps to enhance nurses' overall well-being and mitigate burnout. By implementing wellness programs, mental health support, security training, robust reporting, and a zero-tolerance approach to violence, healthcare stakeholders can foster a safe and supportive work environment for nurses, thus improving well-being, patient outcomes, and healthcare quality.
This study investigates the multifaceted impacts of Metaverse Based Language Teaching on high school L2 vocabulary learning and retention, engagement, community feeling, and diverse dimensions of presence, namely social, cognitive, teaching, and overall presence. Adopting a quasi-experimental design, the study provides an in-depth controlled trial. The participants in this study consist of 86 (43 male, 43 female) high school English language learners in Türkiye, who are assigned to two groups. The control group uses traditional instructional technologies while the experimental group engages with metaverse technology. The lessons are based on social constructivist theory for both groups. Pre- and post-tests are employed to quantitatively assess vocabulary learning and retention and reveal substantial improvements in both areas. A series of carefully selected psychometric scales capture core aspects of engagement, community feeling, and presence. The findings reveal increased levels of engagement and a sense of presence, and connectedness within the language learning community, which confirms the efficacy of the MBLT. However, the improvement in social presence does not reach statistical significance. Cumulatively, the findings of this research transcend mere quantifiable improvements in vocabulary learning and retention. They reveal a holistic transformation of the language learning experience by emphasizing the significance of social interactions and digital embodiment in high school second language education through metaverse. The research highlights the metaverse's potential in shaping the future of language education, reimagining traditional paradigms, and proposing a new era of immersive, interactive, and transformative pedagogy.
This study investigates the relationships between learners' perceptions of a high-stakes test and their learning motivations and time allotment to explore the mechanism of test washback on learning. A questionnaire was administered to 3105 Chinese senior high school students. Descriptive statistics, exploratory factor analysis, standard multiple regression and structural equation modelling were performed. The study found that students' positive test perceptions (i.e., validity and importance) better predicted their intrinsic motivations (i.e., communicative and development motivations) than their negative test perceptions (i.e., perceptions of test impact), which were found to better predict their extrinsic motivation towards external requirements. In addition, students' perceptions of test validity and test impact both had direct effects on learning time allotment and a small indirect effect through development motivation and requirement motivation, while perceptions of test importance only indirectly influenced learning time allotment through development motivation. These findings have important implications for learning and teaching.
This study investigates the role of trust in shaping COVID-19 vaccine acceptance in the Dominican Republic (DR) during the COVID-19 pandemic. Cross-sectional household survey. Randomly selected households across 134 clusters in the DR, from 30 June 2021 to 12 October 2021. 5999 participants ≥16 years of age were enrolled. COVID-19 vaccine hesitancy (CVH) data were collected from participants ≥16 years of age and analysed as both an ordinal and binary variable. Overall, CVH was low (5.2% (95% CI 4.6% to 5.8%)), but more common among younger individuals, women and individuals of Mestizo ethnicity. Higher trust in local government, national government, scientists and local doctors (considered official sources) was associated with lower odds of CVH (OR 0.89 (95% CI 0.72 to 0.88), 0.89 (95% CI 0.81 to 0.98), 0.87 (95% CI 0.80 to 0.94) and 0.70 (95% CI 0.62 to 0.80), respectively). Higher trust in religious leaders, social media and traditional media (considered unofficial sources) was associated with higher odds of CVH, with respective ORs of 1.32 (95% CI 1.18 to 1.47), 1.30 (95% CI 1.19 to 1.41) and 1.08 (95% CI 0.97 to 1.22). We report findings on CVH from a national household survey in the DR and identify overall low rates of CVH but marked heterogeneity by age, gender and ethnicity. Trust in unofficial versus official sources of information is associated with increased CVH. These findings highlight and quantify the importance of trust as a key parameter when considering public health communication strategies.
This study investigates the socioeconomic determinants of early childhood development (ECD) in Pakistan by utilizing the data of sixth wave of the Multiple Indicator Cluster Survey (MICS) conducted in the four provinces of the country. The findings of the study reveal that mother's education, father's education, economic status of the household as measured by household's wealth index quintile, region of residence (province), child's gender, disability, nutrition and the practices used by the adult members of the household to discipline child are important determinants of ECD. The study highlights the crucial role of family background and importance of addressing the issue of malnutrition to foster child development.
This study investigates the subjective perceptions of food poverty in Germany by analysing Twitter discourse using the German-language hashtag #IchBinArmutsbetroffen (#IamPovertyAffected) and examines the extent to which various dimensions of a multidimensional theoretical model of food poverty are represented in the discourse. Employing a combination of computational social science and qualitative social research methods, the research identifies, and analyses tweets related to nutrition by applying a hierarchical dictionary search and qualitative content analysis. By examining the narratives and statements of individuals affected by food poverty, the study also investigates the interplay among different subdimensions of this phenomenon. The analysis of 1,112 tweets revealed that 57.96% focused on the material dimension and 42.04% on the social dimension of food poverty, suggesting a relatively balanced emphasis on material and social aspects of food poverty in the narratives of those affected. The findings reveal that tweets on material food poverty underscore economic challenges and resource scarcity for food. Social food poverty tweets demonstrate widespread deprivation in social participation, leading to isolation, exclusion, and social network loss. Overall, the results elucidate intricate interconnections among subdimensions and multidimensional manifestations of food poverty. This study contributes methodologically by presenting an approach for extracting food-related textual social media data and empirically by providing novel insights into the perceptions and multifaceted manifestations of food poverty in Germany. The results can aid in a better understanding of the phenomenon of food poverty as it currently manifests in Germany, and in developing targeted social, health-promoting, and political measures that address more effectively the empirically evident multidimensionality of the phenomenon.