Yoxas/statistical_literacy huggingface dataset:
This article reports on a recent randomized clinical trial that showed a personalized approach to physical therapy (Coach2Move) by a physical therapist specialized in geriatrics (PTG) to be more cost-effective than usual physical therapy care in people with mobility problems (n = 130, mean age = 78 years). We used an explanatory mixed-methods sequential design alongside the randomized clinical trial to gain insight into (a) the contrast between the 2 interventions, (b) the fidelity of the Coach2Move delivery; (c) PTGs' experiences of Coach2Move; and (d) possible barriers and facilitators for future implementation. The study included 13 PTGs educated in the strategy and 13 physical therapists with expertise in geriatrics delivering the usual care. In total, 106 medical records were available for assessment: 57 (85%) Coach2Move, 49 (75%) usual care. Quantitative process indicators were used to analyze electronic medical records to determine contrasts in the phases of clinical reasoning. The fidelity of the delivery was tested using indicator scores focusing on 4 key elements of Coach2Move. In-depth interviews with Coach2Move therapists were thematically analyzed to explore experiences and facilitators/barriers related to implementation. Indicator scores showed significant and clinically relevant contrasts in all phases of clinical reasoning, with consistently higher scores among PTGs, except for the treatment plan. Moreover, the fidelity of Coach2Move delivery was more than 70% in all phases, except the evaluation phase (53%). Experiences of Coach2Move were positive. In particular, extended intake allowing motivational interviewing, physical examination and an in-depth problem analysis, and shared goal setting were considered valuable. Facilitators for implementation were the addition of a Coach2Move medical record, frequent coaching by the researcher, and readiness to change in the therapist. Barriers were (1) having to use 2 parallel electronic medical record systems, (2) having to clear the calendar to schedule an intake of 90 minutes, (3) fear of losing income, (4) the sense that patients do not want to change their lifestyle, and (5) not acknowledging that increasing physical activity is an important goal for older adults with mobility problems. Physical therapy based on the Coach2Move strategy is substantially different from usual care. Future implementation should focus on increasing regular evaluation and feedback, taking into account individuals' contextual factors, and improving organizational facilities while mitigating income loss.
This article surveys the use of nonparametric permutation tests for analyzing experimental data. The permutation approach, which involves randomizing or permuting features of the observed data, is a flexible way to draw statistical inferences in common experimental settings. It is particularly valuable when few independent observations are available, a frequent occurrence in controlled experiments in economics and other social sciences. The permutation method constitutes a comprehensive approach to statistical inference. In two-treatment testing, permutation concepts underlie popular rank-based tests, like the Wilcoxon and Mann-Whitney tests. But permutation reasoning is not limited to ordinal contexts. Analogous tests can be constructed from the permutation of measured observations-as opposed to rank-transformed observations-and we argue that these tests should often be preferred. Permutation tests can also be used with multiple treatments, with ordered hypothesized effects, and with complex data-structures, such as hypothesis testing in the presence of nuisance variables. Drawing examples from the experimental economics literature, we illustrate how permutation testing solves common challenges. Our aim is to help experimenters move beyond the handful of overused tests in play today and to instead see permutation testing as a flexible framework for statistical inference. The online version contains supplementary material available at 10.1007/s10683-023-09799-6.
This article traces the development of Creative Nursing from its origin in 1981 as a newsletter about Primary Nursing to its current position as a quarterly international, interdisciplinary, peer-reviewed, indexed, themed journal that continues to nurture novice authors, welcome international submissions, review articles that other journals won't consider, and address subjects that many journals avoid. Future directions include content in multiple languages, new author guidelines that invite submissions of research methods papers, moving beyond statistical significance based on p-value thresholds, asking authors to make explicit the implications for knowledge translation in their papers, and thinking creatively about how artificial intelligence can be leveraged for research, education, and practice.
This article was migrated. The article was marked as recommended. Background Safe handover is crucial in healthcare and is taught in undergraduate and pre-vocational training curricula. It is now considered an Entrustable Professional Activity (EPA). Handover assessment tools have been developed but the correlation between the perceived quality of a handover and its accuracy has not been studied. Aims This paper aims to determine the correlation between the perceived quality and the accuracy and safety of handover. Methods This descriptive, quantitative study looked at medical students on long-term rural clinical placements who gave clinical handovers to supervisors. The supervisors scored the handovers using the Clinical Handover Assessment Tool (CHAT) and assessed the accuracy and safety of the handover, after seeing the patient. The correlation between handover scores, accuracy and safety was calculated using Cramer's V coefficient. Results 114 handovers from 25 students were assessed. The correlation coefficient for a global assessment of quality and accuracy was 0.585 and for safety was 0.583, considered large effects (>0.35). This also held using a checklist quality assessment but less strongly: 0.419, 0.363 respectively. Conclusion These findings suggest that handovers that sound 'good' are likely to be accurate: clinicians can 'trust their gut-feeling'. A high quality handover reflects more than the trainee'. clinical reasoning, communication and organisational skills: it suggests that they can provide accurate and safe handover. This supports the use of global assessments of handover as an important part of the multi-source feedback required for summative entrustment decision-making.
This article was migrated. The article was marked as recommended. Background: A 3-day workshop in Taiwan, developed in accordance with Carl Rogers' person-centred theory, used an experiential-learning pedagogy and a helping learning technology mPath. This study aimed to evaluate the effectiveness of a short-term course for mental health professional students assessing to the acquisition of therapeutic relationship competencies. Objective:To evaluate the training effects and investigate any changes in the level of therapeutic relationship competence of the participants before, at the end and two weeks after the intervention. Methods:A sample of 59 mental health professional students from 7 medical schools studying in nursing, occupational therapy, medicine, clinical psychology and other specialities with the completion of psychiatry-relevant courses. 26 of 59 mental health professional students volunteered to form the experimental group, and the controls were recruited using the snowball sampling technique. All of them completed the Barrett-Lennard Relationship Inventory OS-40 three times. Mean values and statistical significance tests were computed to compare the results. Results:Within 3 days, the mental health professional students in the experimental group (N=26) completed the Therapeutic Relationship Enabling Programme (TREP) and showed a statistically significant level of change (Mean Difference= +9.5, p= 0.002), which was in contrast to the outcome of the control group (N=33, Mean Difference= +0.18, p= 0.683), in the therapeutic relationship competences. The effecting growth curve of therapeutic relationship competence in the experimental group continually inclined two weeks after the intervention (Mean Difference= +19.423, p= 0.000) while the control group reflected a decline in therapeutic relationship competence (Mean Difference= -0.515, p= 0.812). Conclusions: A person-centred-theory-based training workshop with the use of a specially designed technology enhanced Taiwanese mental health professional students' learning on therapeutic relationship competences. A further investigation into learning person-centred therapeutic relationship qualities in the workshop as an innovative pedagogy and learning approach for medical education would be recommended.
This article was migrated. The article was marked as recommended. Education is a dynamic process that has to be refined periodically. Lack of innovative teaching techniques in academics makes medical curricula inadequate in making a significant stride towards the future. The objective of this review is to describe and assess alternative methods of teaching and learning which can be supplementive or alternative to traditional lectures for promoting active student participation and smooth flow of information. A review of literature is performed with PubMed and EBSCO using the keywords: "learning" OR "didactic learning" OR "alternative learning" OR "modern learning techniques" AND "medical education". Databases were searched and 500 studies were identified out of which 200 were selected for further screening based on inclusion criteria and exclusion criteria. Articles were surveyed based on their relevance and significance to our study objectives with both qualitative and quantitative studies were examined. Case-based learning, evidence-based medicine, problem-based learning, simulation-based learning, e-learning, peer-assisted learning, observational learning, flipped classroom and team based learning are some of the modern learning methodologies. The various learning methods discussed attend to individual learning differences allowing students to broaden their thinking and professional knowledge by improving logical and critical thinking, clinical reasoning, and time management. Early introduction of integrative approaches develop student competency and leadership equipping students for a smooth transit into the clinical practice. This study highlights the importance and challenges of modern learning systems. With technological advancement and wider implications of medical information, students require innovative skills through inter-professional learning. It is necessary to introduce and implement flexible medical curricula that accommodates distinct modern teaching to effectively balance and bridge the gap between traditional teaching methodologies and modern educational requirements.
This article was migrated. The article was marked as recommended. Objectives: Assessing the feasibility and benefits of supplementary pathology teaching by a clinician to improve students' understanding of the pathological process and its relationship with clinical symptoms and signs during their clinical rotations. Design, Setting, and Participants: The Bachelor of Medicine and Bachelor of Surgery (MBBS) Course in the University of Tasmania is a 5-year undergraduate program and all disciplines of pathology are taught in years 1, 2 (pre-clinical) and 3 (clinical transition), by pathologists. Over a twelve-year period, with the application of technology, pedagogy, and content knowledge framework, a blended pathology learning program developed and delivered by a surgeon to supplement the existing pathology curriculum. Participants were medical students in year three of the MBBS course during their nine-week surgical rotations. Intervention: Images of pathology specimens were presented online for the students to identify the organ, pathology and associate this with clinical features to arrive at a clinical diagnosis using online team discussions followed by face-to-face sessions to further explore students' responses. Main outcome measures: The survey used both quantitative and qualitative measures to assess students' knowledge gain in pathology, their perceptions about critical thinking and clinical reasoning skills, and satisfaction. Results:The results indicate that most students', especially the weaker students, improved on their pathology knowledge over the period of the course, which helped in their development of skills in diagnosing and managing diseases with a high level of satisfaction of all students. Conclusion: This study provides supportive evidence that overall students' pathology knowledge improved through delivery using blended learning and importantly weaker students benefitted considerably. Also, the results suggest that when students view pathology specimens online, engage in scholarly debate about them, and participate in face-to-face sessions to consolidate their learning, they gain strong inductive medical reasoning skills.
This article's purpose is to compare burnout syndrome indicators at different levels of teaching in Brazil during the covid-19 pandemic. The comparison also considers the teachers' quality of life and health, working conditions, and digital competence. The hypotheses of this study are that there are statistically significant differences in teachers' burnout rates, quality of life, working conditions, and digital competences depending on the teaching level. A mixed-methods ex-post-facto survey involved 438 Brazilian teachers, with a mean age of 42.93 years (SD = 9.66), 330 females (75%) and 108 males (25%). Data were collected through an online questionnaire. Statistical analysis of variance (ANOVA) tests was performed to compare groups, the Tukey test for paired comparison of the analyzed groups, and the chi-square to verify the association between variables. Higher levels of digital competence were associated with lower burnout syndrome scores. Elementary and middle school teachers presented worse quality of life and health indexes. Adapting pedagogical work involved learning but also overwork, exhaustion, and frustration. The study concludes that basic education teachers had higher burnout rate scores than higher education teachers during the covid-19 pandemic and that early childhood education should be treated as a separate category. Ethics approval was obtained from the University of Santa Catarina (UFSC) Research Ethics Committee (4.432.063, December 7, 2020). Informed consent was obtained from all subjects.
This bibliometric study critically analyses 293 journal articles from the Scopus database, charting the trajectory of educational technology in primary and elementary education from 1986 to 2023. While limited to practical applications within primary or elementary contexts and excluding various scholarly work forms, the research unveils crucial insights. A significant uptick in publications during 2008-2016 and 2018-2023 highlights the growing importance and incorporation of digital technologies in early education. The analysis identifies recurrent themes like teacher education, game-based learning, and collaborative learning, pointing towards future research directions. The study also notes underexplored areas, including technology's role in specific subjects, ethical student engagement, gender and disability dynamics, and contributions from African contexts. It advocates for increased international collaboration, with a focus on partnerships with predominant Chinese institutions. Despite its limitations, this paper is foundational for future research, offering a roadmap for a nuanced understanding of technology's impact on young learners' educational experiences and outcomes globally.
This brief research report presents an experiment investigating how people interpret quantities displayed in pictorial charts. Pictorial charts are a popular form of data visualization in media. They represent different quantities with differently scaled pictures. In the present study, 63 university students answered a 12-item questionnaire containing three different pictorial charts. The study aimed to evaluate how individuals perceive the quantities in the pictorial charts intuitively. Therefore, the students' answers were not rated as correct or incorrect. Instead, it was analyzed which functional relationship between scale factor and estimated quantity best described people's interpretation of pictorial charts. The experiment showed that, on average, a model assuming a quadratic relationship fitted best. This result deviates from research that found an overgeneralization of linearity when students compare the areas of two mathematically similar shapes. It may be that the routines for the interpretation of pictures differ considerably depending on whether a person must calculate a quantity arithmetically or is prompted to estimate the quantity based on visual perception.
This case study explored implementation of a Decision-Based Learning (DBL) tool for teaching arterial blood gas (ABG) analysis to nursing students. For this mixed-methods study, ABG problems in a DBL model were solved by nursing students. Students answered a survey about their experience with DBL. Quantitative survey results are reported with descriptive statistics. Open-ended questions and instructor and student interview data were qualitatively analyzed. Students had a positive experience with DBL and gained self-efficacy regarding ABG analysis. The tool was engaging, simple to use, and not overly time-consuming. DBL can be a useful tool for teaching ABG analysis to nursing students. Implications for an international audience nursing students everywhere benefit from understanding ABG analysis. DBL is a promising tool that can be used in any location with digital resources.
This case study presents the results of a data internship and workshop series on data analysis in qualitative biomedical systematic reviews. In a newly developed librarian-led internship program, an intern was trained on data literacy concepts and data analysis tools and, in turn, helped recruit and train other graduate health sciences students. Due to COVID-19 restrictions, a flipped classroom model was applied to develop a completely virtual learning experience for both the intern and workshop attendees. Both the data intern and workshop participants reported improved confidence in data literacy competence at the end of the project. Assessment results suggest that while the workshop series improved participants' data literacy skills, participants might still benefit from additional data literacy instruction. This case also presents a model for student-led instruction that could be particularly useful for informing professional development opportunities for library interns, fellows, and student assistants.
This chapter briefly reviews the history of early care and education (ECE) in the United States, the ECE conceptual frameworks, how ECE is organized, who uses ECE, and associations between ECE experiences and child outcomes. Nonparent care is now experienced by most children in the United States, with home-based care most common for infants and toddlers and center-based care for preschoolers. ECE settings that involve frequent and responsive teacher-child interactions and access to age-appropriate activities appear to promote children's cognitive and social development, although those associations tend to be quite modest. Publicly funded programs like Head Start and pre-kindergarten programs tend to serve children from low-income families, and are successful in promoting school readiness skills, especially early academic skills. However, the impacts of today's programs largely disappear in the first years of elementary school, and even flipped from being positive to negative in the methodologically most rigorous studies. Explanations for this fadeout are explored.
This chapter describes procedures for the use of DNA sequence data to obtain and compare taxonomic identification using the public databases GenBank and Barcode of Life Data System (BOLD). The chapter begins by describing procedures used to prepare quality sequences for uploading into GenBank and BOLD. Next, steps used to query the DNA sequences against the public databases are described using GenBank BLAST and BOLD identification engines. Interpretation guidelines for the taxonomic identification assignments are presented. Finally, a procedure for evaluating the accuracy and reliability of sequences from GenBank and BOLD is provided.
This cohort study aimed to explore the effect of a one-day online continuing medical education (CME) on the improvement of physicians' knowledge and clinical practice on functional dyspepsia (FD). Physicians were invited to participate in this CME via medical education applications. FD training videos made in advance were sent to participants via a weblink. Before and after training, participants were required to finish the FD knowledge test and provide case information of FD patients. McNemar test, Wilcoxon rank-sum test, Freidman test, Chi-square test, quantile regression, and generalized estimating equations (GEE) were used to perform statistical analysis. There were 397 of 430 (92.33%) physicians finished this CME program. The total score of the FD knowledge test after training was significantly higher compared with before training [488.3 (468.3-510.0) vs. 391.7 (341.7-450.0), p < 0.001]. Particularly, physicians from primary hospitals show more increase in total scores than physicians from secondary and tertiary hospitals. According to the GEE model, receiving this online training was an independent predictor of physicians' choice of upper gastrointestinal endoscopy in patients with FD [OR 1.73, 95%CI (1.09-2.73), p = 0.020], especially in PDS. Also, it was an independent predictor of physicians' choice of acid-suppressive drugs in patients with FD [OR 1.30, 95%CI (1.03-1.63), p = 0.026], especially in EPS and PDS overlapping EPS. This one-day online CME program effectively and conveniently improved physicians' knowledge and clinical practice, providing new ideas for future CME and facilitating precise clinical management of FD patients with different subtypes especially in primary hospitals.
This commentary discusses the methodological utility of ethnography within the medical space. Whilst a general consensus affirms that ethnography aligns with qualitative approaches, as identified within the existing medical literature, here, we demonstrate how quantitative [positivist] methods can also be incorporated. This paper begins by contextualising ethnographic approaches within medical contexts by demonstrating its empirical value within the existing literature. Next, we discuss the interconnection between the practice of 'doctoring' and ethnographic research, whereby doctors themselves use forms of inductive and deductive reasoning to treat and manage patients in their everyday context. This philosophical discussion not only links to the everyday practice of medical practitioners, but also critically reflects on the role of the first author, as a diagnostic radiographer. Lastly, this paper identifies the virtues of ethnographic research for medical students and/or medical doctors whereby the combination of qualitative and quantitative methods (within an ethnographic methodology) can lead to new empirical and methodological insights, enabling the creation of alternate research strategies and evidence. This methodological strategy may be best considered amongst medical students and/or early career medical researchers, but we also anticipate it to resonate and open further discussion with experienced medical practitioners and researchers transnationally.