Yoxas/statistical_literacy huggingface dataset:
A growing number of clinical undergraduates are chosen to enter institutions for higher education biotechnology and industry workforce, though most need more laboratory experience training and business practice. Innovation and Entrepreneurship Program (I&E Program) can benefit from biological experiment and commercialization training largely absent from standard clinical medical educational curricula. Our study investigates the impact and status of the I&E Program in enhancing medical students' research and entrepreneurial abilities and provides recommendations for improving this program. A cross-sectional study was applied by delivering a questionnaire to survey medical students from Central South University who participated in the I&E Program. The questionnaire consisted of three parts: basic information, the impact of the I&E Program on medical students' research and entrepreneurial abilities, and attitudes and recommendations regarding the I&E Program. Many students participating in the I&E Program have received competition awards and improved their academic experience, article writing, and application patents. Their research-related abilities have been enhanced, including in-lab techniques, theoretical research skills, data analysis knowledge, clinical research skills, experimental research skills, entrepreneurship, data analysis ability, teamwork, and communication. While 73.93% of students express satisfaction with the I&E Program, there are still several areas of improvement, including more robust practical components, increased support, and enhanced teamwork. The scale of the I&E Program is rapidly expanding to address scientific research or business skills needed by college students in the new era. However, more programs still need to be discontinued during their further study. The I&E Program significantly enhances research abilities and fosters confidence in their study. This analysis emphasizes the importance of research-oriented and interdisciplinary education for students' holistic development in medical schools compared with formal medical education.
A growing number of studies seek to evaluate the impact of school closures during the ongoing COVID-19 pandemic. While most studies reported severe learning losses in students, some studies found positive effects of school closures on academic performance. However, it is still unclear which factors contribute to the differential effects observed in these studies. In this article, we examine the impact of assignment strategies for problem sets on the academic performance of students (n ≈ 16,000 from grades 4-10 who calculated ≈ 170,000 problem sets) in an online learning environment for mathematics, during the first and second period of pandemic-related school closures in Germany. We observed that, if teachers repeatedly assigned single problem sets (i.e., a small chunk of on average eight mathematical problems) to their class, students' performance increased significantly during both periods of school closures compared to the same periods in the previous year (without school closures). In contrast, our analyses also indicated that, if teachers assigned bundles of problem sets (i.e., large chunks) or when students self-selected problem sets, students' performance did not increase significantly. Moreover, students' performance was generally higher when single problem sets were assigned, compared to the other two assignment types. Taken together, our results imply that teachers' way of assigning problem sets in online learning environments can have a positive effect on students' performance in mathematics.
A growing number of studies suggest that the frequency of numeracy experiences that parents provide at home may relate to children's mathematical development. However, the relation between home numeracy practices and children's numerical skills is complex and might depend upon both the type and difficulty of activities, as well as the type of math skills. Studies have also argued that this relation may be driven by factors that are not systematically controlled for in the literature, including socio-economic status (SES), parental math skills and children's IQ. Finally, as most prior studies have focused on preschoolers, it remains unclear to what extent there remains a relation between the home numeracy environment and math skills when children are in elementary school. In the present study, we tested an extensive range of math skills in 66 8-year-olds, including non-symbolic quantity processing, symbolic number understanding, transcoding, counting, and mental arithmetic. We also asked parents to complete a questionnaire about their SES, academic expectations, academic attitudes, and the numeracy practices that they provide at home. Finally, we measured their arithmetic fluency as a proxy for parental math skills. Over and above differences in socio-economic status, parental arithmetic fluency, child's IQ, and time spent with the child, we found a positive relation between the frequency of formal numeracy practices that were at or above grade level and two separate measures of mental arithmetic. We further found that the frequency of these advanced formal numeracy practices was related to parents' academic expectations. Therefore, our study shows that home numeracy experiences predict arithmetic skills in elementary school children, but only when those activities are formal and sufficiently challenging for children.
A Health and Disabilities Interprofessional Education (IPE) course was implemented to join three healthcare disciplines together to collaboratively plan, implement, and reflect on professional roles and responsibilities. The goal and purpose of this course was to create an advancement of interprofessional education and practice within health science professions early in their students' programs utilizing innovative teaching methods working directly with individuals with disabilities. 72 students were assigned to interprofessional teams of 10-11 people. Through asynchronous and synchronous learning activities, student teams worked together to plan and conduct community-based client interviews. Quantitative and qualitative evaluation methods were used to explore the impact of interprofessional experiential learning experiences. Qualitative data showed a greater awareness and understanding of the different roles and responsibilities in interprofessional teams as well as a greater appreciation for the value of interacting with persons with disabilities (PWD) during their training. Quantitative data showed a significant change in students' understanding of their roles and responsibilities as a member of an interprofessional team, their confidence with working with PWD in a future healthcare capacity, as well as their understanding of how the social determinants of health may influence the healthcare experience of a PWD. Interprofessional education and experiential learning opportunities are good ways to facilitate "real" patient care experiences and team roles and responsibilities. This enables healthcare students to practice communication, build relationships, and understand the lived experience of their patients.
A healthcare workforce representative of the race/ethnicity composition of the population it serves is central to addressing systemic health inequities. The aim of this study was to assess workforce trends of underrepresented minority (URM) nurses using the National Sample Survey of Registered Nurses years 2008 and 2018 and the American Community Survey years 2010 and 2019. We examined changes over time in URM composition (Black/African American (B/AA), Latine, American Indian/Alaskan Native (AI/AN), Native Hawaiian/Pacific Islander (NH/PI)) for registered nurses (RN), nurse practitioners (NPs), educational attainment (diploma/associate, BSN, MS(N)/PhD), job type (patient care, research, administration/supervision, teaching, other), and rural/urban location using descriptive statistics and bivariate regressions. While the proportion of the URM RN workforce grew significantly, the only URM group demonstrating proportional gains in the APRN workforce were Latine nurses. URM representation in educational attainment grew across all degree types. By 2018/2019, Latine nurses have their largest representation in the Dipl./ASN degree group and saw a proportional decline for PhD educated nurses. B/AA nurses have their largest representation at the MS(N)/PhD level. However, smaller proportions of B/AA nurses were working as APRNs compared to their non-URM colleagues. At the PhD level, few B/AA nurses were represented in research and teaching positions. A subgroup analysis of unemployed nurses seeking work revealed that B/AA and AI/AN nurses were overrepresented among unemployed nurses. While today's nursing workforce is more representative of the nation than ever before, results show unequal representation of URM and non-URM nurses across the ranks of the nursing professions that suggest unequal career and labor market opportunities.
A healthy lifestyle from early childhood is a crucial factor that influences bone-related factors in adulthood. In this context, physical education or psychomotricity from early childhood is an important opportunity to face this problem. The present article aims to systematically summarize school-based interventions, evaluated through randomized controlled trial design, that influence the bones of children from early childhood. A systematic review of relevant articles was carried out using four main databases (PubMed, ProQuest Central (including 26 databases), Scopus, and Web of Sciences) until 12 November 2023. From a total of 42 studies initially found, 12 were included in the qualitative synthesis. In brief terms, from early childhood and during puberty, children's bones are particularly responsive to exercise, making this an ideal time for interventions to maximize bone health. Therefore, incorporating physical activity into school curriculums is a strategic approach for enhancing bone health in children. Mainly, plyometric exercises can significantly enhance bone density and geometry. Nevertheless, collaboration among educators, healthcare professionals, and parents is key for designing and implementing these effective interventions.
A high mutation rate of the RNA virus results in the emergence of novel mutants that may escape the immunity activated by the original (wild-type) strain. However, many of them go extinct because of the stochasticity due to the small initial number of infected cells. In a previous paper, we studied the probability of escaping stochastic extinction when the novel mutant has a faster rate of infection and when it is resistant to a drug that suppresses the wild-type virus. In this study, we examine the effect of escaping the immune reaction of the host. Based on a continuous-time branching process with time-dependent rates, we conclude the chance for a mutant strain to be established [Formula: see text] decreases with time [Formula: see text] since the wild-type infection when the mutant is produced. The number of novel mutants that can escape extinction risk has a peak soon after the wild-type infection. The number of novel escape mutations produced per patient in the early phase of host infection is small both for very strong and very weak immune responses, and it attains its maximum value when immune activity is of an intermediate strength.
A high quality of nursing care is an important priority of nursing profession and directly associated with increased patient satisfaction. Evidence shows that ethical professional issues are challenging with significant influences on the quality of nursing care. The aim of this study was to determine how quality of patient care relates to the nurses' ethical reasoning as viewed by patients in medical wards. This study used a descriptive correlational design. Data collection tools included a Nursing Dilemma Test and Quality Patient Care Scale. In total, 180 hospitalized patients and 180 nurses who worked in medical wards of Hospitals in 2017 were enrolled. Sample selection was done by the census method. Data were analyzed by the SPSS software version 22. The means score for nurses' quality care was 91.71 ± 14.81. Furthermore, the mean score for ethical reasoning among nurses was at an average level of 45.07 ± 6.12. There was no significant relationship between the quality of care and nurse's ethical reasoning (P > 0.05). The results revealed that factors other than ethical reasoning of nurses are related to quality of care. Furthermore, nurses showed an average ability in ethical reasoning. So to improve this situation, healthcare system administrators can offer professional training programs to increase ethical sensitivity and reasoning among the nurses who face daily ethical issues.
A high workload may negatively impact the surgical team's performance and jeopardize patient safety. The aim of this study was to measure the workload of the surgical team across different surgical roles, specialties, and techniques in several hospitals. This cross-sectional multicenter study was performed in the operating rooms of eight teaching hospitals affiliated with Isfahan University of Medical Sciences, Iran. At the conclusion of each surgical procedure, all members of the surgical team completed the Surgery Task Load Index (SURG-TLX) questionnaire to assess workload levels. Descriptive statistics, analysis of variance (ANOVA), and Pearson correlations, were performed to compare surgical roles, specialties, techniques, and surgical time on workload overall and by subscale. A total of 409 workload questionnaires were obtained from 76 surgical teams or cases, involving 346 surgical team members. The total workload among all participants was 32.41 ± 17.21. Surgical complexity, physical demands, and mental demands were the highest workload subscales and distraction was the lowest workload subscale. Cardiovascular specialty had a higher workload compared to other specialties. Open techniques resulted in a higher workload compared to minimally invasive techniques. Surgical technologists who act in both the role of circulating and scrub nurse (C&Ss) experienced the highest workload, followed by surgical residents and surgeons. The results of the study showed that the workload for some members of the surgical team is disproportionately high and is influenced by factors such as specialty, technique, role, and surgical duration. By knowing the distribution of workload among the members of the surgical team, efforts can be made to optimize the team members' workload.
A hybrid problem-based learning (PBL) curriculum adopted in 2002 for medical students at China Medical University, Taiwan, was extended to dental students in 2007. Before that, PBL workshops were conducted for all students. Two PBL cases on basic biomedical issues were used for second-year medical students and second-year dental students to explore the feasibility of adopting PBL as part of the dental curriculum. This study compared the medical and dental students' attitudes toward the PBL tutorials and PBL curricula. Upon completion of the PBL component, an eighteen-item questionnaire asked students to assess (on a ten-point scale with 10 as the most positive response) their perceptions of the learning process in the PBL tutorials. Forty-six dental students from a cohort of fifty (92 percent) and 107 medical students from a cohort of 119 (90 percent) completed the questionnaires (fifty-three females and 100 males). The importance of all items was rated above 6.00. The medical students' mean score (7.29) was higher than the dental students' mean score (7.10). Of the eighteen attributes of the PBL process, the students indicated being generally comfortable with fourteen. No statistical significance was found between the dental and medical students' scores, but there was a significant difference (p=0.006) in their perception of PBL curricula. Overall, the medical students expressed a more positive outlook toward the PBL learning process than the dental students and were more willing to accept PBL as a pedagogy.
A key prerequisite for the successful digital transformation of the healthcare system is a well-developed level of digital health literacy (DHL) among the population. DHL is the ability to deal with health-relevant digital information and information options with the aim of promoting and maintaining health and well-being for oneself and one's environment. This article examines the discussions about digital health literacy, the existing studies and measurement tools used in them, the data situation in Germany, and current challenges.DHL consists of various sub-competencies that reflect current digital information behavior, opportunities, and risks. The data situation is very heterogeneous due to different study designs and instruments, which limits the informative value. Two representative studies, HLS-Ger‑2 by Bielefeld University and the study by AOK Rheinland/Hamburg and the Leibniz-WissenschaftsCampus, both indicate a high proportion of people with low DHL despite different methods. Both nationally and internationally, DHL is subject to a social gradient and is associated with educational level, social status, financial deprivation, and age.According to the current empirical data, the acquisition of DHL in Germany is still insufficient, so there is a great need for action. The necessary legal framework conditions have been established, but there is still a lack of reliable and financial resources, as well as a solid data basis on DHL at population level. This is essential to identify vulnerability factors and to prepare and evaluate the implementation of measures. In addition, there is a need for an in-depth conceptual discussion on DHL that builds on the established health literacy concept and addresses the emerging health-related infodemic and its consequences for DHL.
A key question in early number development is how 4- and 5-year-olds learn the roles that counting and cardinal numbers play when comparing quantities. Children who wrongly used length to identify numerosity were assigned to five experimental groups and trained to judge whether a puppet--who sometimes miscounted--created equivalent sets. Over three training sessions, children who were asked to compare sets after they were counted learned to base their judgments on cardinal numbers when the puppet counted accurately by being given feedback. However, only the groups who were also asked to explain either their own or the experimenter's reasoning made progress in identifying the puppet's miscounts. This ability to recognize the importance of counting accuracy for quantitative comparisons predicted whether children would spontaneously count to compare sets on a post-test. The importance of asking children to identify miscounts is discussed alongside the social factors that influence children's recognition of the relationship between procedural counting, cardinality and relative number.
A key question in the developmental sciences is whether developmental differences are quantitative or qualitative. For example, does age increase the speed in processing a task (quantitative differences) or does age affect the way a task is processed (qualitative differences)? Until now, findings in the domain of decision making have been based on the assumption that developmental differences are either quantitative or qualitative. In the current study, we took a different approach in which we tested whether development is best described as being quantitative or qualitative. We administered a judgment version and a choice version of a decision-making task to a developmental sample (njudgment = 109 and nchoice = 137; Mage = 12.5 years, age range = 9-18). The task, the so-called Gambling Machine Task, required decisions between two options characterized by constant gains and probabilistic losses; these characteristics were known beforehand and thus did not need to be learned from experience. Data were analyzed by comparing the fit of quantitative and qualitative latent variable models, so-called multiple indicator multiple cause (MIMIC) models. Results indicated that individual differences in both judgment and choice tasks were quantitative and pertained to individual differences in "consideration of gains," that is, to what extent decisions were guided by gains. These differences were affected by age in the judgment version, but not in the choice version, of the task. We discuss implications for theories of decision making and discuss potential limitations and extensions. We also argue that the MIMIC approach is useful in other domains, for example, to test quantitative versus qualitative development of categorization, reasoning, math, and memory.
A large amount of scientific literature in social and behavioural sciences bases their conclusions on one or more hypothesis tests. As such, it is important to obtain more knowledge about how researchers in social and behavioural sciences interpret quantities that result from hypothesis test metrics, such as p-values and Bayes factors. In the present study, we explored the relationship between obtained statistical evidence and the degree of belief or confidence that there is a positive effect in the population of interest. In particular, we were interested in the existence of a so-called cliff effect: A qualitative drop in the degree of belief that there is a positive effect around certain threshold values of statistical evidence (e.g., at p = 0.05). We compared this relationship for p-values to the relationship for corresponding degrees of evidence quantified through Bayes factors, and we examined whether this relationship was affected by two different modes of presentation (in one mode the functional form of the relationship across values was implicit to the participant, whereas in the other mode it was explicit). We found evidence for a higher proportion of cliff effects in p-value conditions than in BF conditions (N = 139), but we did not get a clear indication whether presentation mode had an effect on the proportion of cliff effects. PROTOCOL REGISTRATION: The stage 1 protocol for this Registered Report was accepted in principle on 2 June 2023. The protocol, as accepted by the journal, can be found at: https://doi.org/10.17605/OSF.IO/5CW6P .
A large body of evidence suggests that math learning in children is built upon innate mechanisms for representing numerical quantities in the intraparietal sulcus (IPS). Learning math, however, is about more than processing quantitative information. It is also about understanding relations between quantities and making inferences based on these relations. Consistent with this idea, recent behavioral studies suggest that the ability to process transitive relations (A > B, B > C, therefore A > C) may contribute to math skills in children. Here we used fMRI coupled with a longitudinal design to determine whether the neural processing of transitive relations in children could predict their current and future math skills. At baseline (T1), children (n = 31) processed transitive relations in an MRI scanner. Math skills were measured at T1 and again 1.5 years later (T2). Using a machine learning approach with cross-validation, we found that activity associated with the representation of transitive relations in the IPS predicted math calculation skills at both T1 and T2. Our study highlights the potential of neurobiological measures of transitive reasoning for forecasting math skills in children, providing additional evidence for a link between this type of reasoning and math learning.