Yoxas/statistical_literacy huggingface dataset:
The countries of the former Yugoslavia have health and education systems with the same tradition but these have changed over the years. Little is known about how family medicine teaching transitioned from face-to-face to distance education during the COVID-19 pandemic. to investigate student/teacher experience in transitioning from face-to-face to distance education. A cross-sectional, online survey was conducted among 21 medical schools of the former Yugoslavia between December 2021 and March 2022. Under/postgraduate teachers and students who taught/studied family medicine during the academic year 2020/2021 were invited to participate. Of 31 questions for students and 35 for teachers, all but nine open questions were analysed using descriptive statistics. Seventeen of 21 medical schools contributed data involving 117 participants representing all countries of the former Yugoslavia. At the beginning of the pandemic, 30%, 26% and 15% of teachers, students and trainees, respectively, received formal preparation in distance education. Of these, 92% of teachers and 58% of students/trainees felt they were not adequately prepared. Synchronous teaching was the main method used, with a third using hybrid methods. All participants were least confident about online assessment. More than 75% of respondents agreed that lectures could be kept online, not patient consultations or practical skills' classes. Teachers used various old and new methods to provide learning opportunities despite COVID-19 constraints. Effective technology-based strategies are essential to ensure assessment integrity and enhance the learning environment.
The COVID pandemic disrupted the schooling of students worldwide resulting in many having had a period of at-home learning. Many parents found themselves assuming responsibility for supporting their children's at-home learning. Parents often find it difficult to support their children's mathematics learning compared with other curriculum areas. There has been limited research exploring parental engagement in mathematics education generally, and little into parental engagement in mathematics education during the COVID pandemic. This paper examines how parents supported their child's mathematics education during the school closures and identifies the factors that impacted this engagement. The Ecologies of Parental Engagement (EPE) model was used to help describe the engagement of different parents in mathematics education during the school closures and to examine the way the home space and available capital shaped parental engagement. Eight parents were selected from a larger Australian study that explored the impact of the pandemic-induced period of at-home schooling on primary school mathematics and science. One-on-one narrative interviews were conducted online with participants. Analysis identified three categories of parental engagement: monitors, facilitators, and enhancers. Parents in each category responded to their role in at-home learning differently, and accessed and activated different capital to support their child's at-home learning in mathematics during the pandemic. Results highlight the value of emotional capital, as well as knowledge of mathematics and mathematics education, with implications for schools hoping to engage parents in mathematics learning. The study offers a typology to be explored in future research concerning parental engagement in mathematics education.
The COVID-19 booster dose has been cited as an important supplement for the control of the COVID-19 pandemic due to reports of waning immunity among fully vaccinated persons. Determining factors that would affect its acceptability is necessary for initiating successful vaccination programs. In this study, we aimed to evaluate the factors associated with the acceptability of the COVID-19 booster dose in Ghana. We conducted an online cross-sectional survey among the public. A self-administered questionnaire was used to collect information on demographic characteristics, willingness to vaccinate, perceptions toward COVID-19 vaccines, and trust in the government. Participants provided reasons and sources of advice that may affect their willingness to accept a booster dose. Using IBM SPSS and R Statistic; descriptive, univariate, and multivariate analyses were performed. Out of 812 respondents, 375 (46.2%) intended to accept the booster dose. Individuals who were males (adjusted odds ratio [aOR] 1.63, 95% confidence interval [CI] 1.07-2.48), had previously received other forms of vaccination twice (aOR 1.96, 95% CI 1.07-3.57) or in most years (aOR 2.51, 95% CI 1.38-4.57), tested positive for COVID-19 (aOR 3.46, 95% CI 1.23-10.52), have high trust in government (aOR=1.77, 95% CI: 1.15-2.74) and had positive perceptions regarding COVID-19 vaccines (OR = 14.24, 95% CI: 9.28-22.44) were more likely to accept a booster dose. Experiencing side effects from the primer dose (aOR 0.12, 95% CI 0.08-0.18) was associated with reduced acceptance. Concerns about vaccine safety and efficacy were the common reasons impeding willingness, while advice from health professionals would be the most considered. Low intention to accept the booster dose which is associated with a range of factors including the perception of vaccines and trust in the government, is a cause for concern. Thus, more effort would have to be taken through education and policy interventions to increase booster vaccine acceptability.
The COVID-19 booster dose is considered an important adjunct for the control of the COVID-19 pandemic due to reports of reduced immunity in fully vaccinated individuals. The aims of this study were to assess healthcare workers' intention to receive the booster dose of COVID-19 vaccine and to identify predictive factors among healthcare workers. A cross-sectional study was conducted among healthcare workers selected in two provinces, Kasai Oriental, and Haut-Lomami. Data were collected using a questionnaire administered through structured face-to-face interviews, with respondents using a pre-tested questionnaire set up on the Open Data Kit (ODK Collect). All data were analyzed using SPSS v26.0 (IBM Corporation, Armonk, NY, USA). Vaccination coverage for COVID-19, considering declarations by health workers, is around 85.9% for the province of Kasai Oriental and 85.8% for Haut-Lomami. A total of 975 responses were collected, 71.4% of health workers at Kasai Oriental and 66.4% from Haut-Lomami declared a definite willingness to receive a COVID-19 vaccine booster. The duration of protection was the main reason for accepting a booster COVID-19 dose for 64.6% of the respondents. Logistic regression analysis showed that having chronic diseases (aOR = 2.95 [1.65-5.28]), having already received one of the COVID-19 vaccines (aOR = 2.72 [1.43-5. 19]); the belief that only high-risk individuals, such as healthcare professionals and elderly people suffering from other illnesses, needed a booster dose (aOR = 1.75 [1.10-2.81]). Considering the burden of COVID-19, a high acceptance rate for booster doses could be essential to control the pandemic. Our results are novel and could help policymakers design and implement specific COVID-19 vaccination programs to reduce reluctance to seek booster vaccination.
The COVID-19 crisis has resulted in radical changes within the higher education system, requiring academia to rapidly transition from the traditional learning model to a distance or blended model of learning to ensure continuity of educational processes. These changes have placed additional demands on academic staff who already have a heavy workload. According to the job demands-resources model, these additional demands may have an impact on the burnout risk, engagement, and well-being of academic staff. In alignment with the premises of positive psychology the primary objective of this study was to explore the interplay of three psychological conditions (meaningfulness, safety, and availability) needed to stimulate engagement. To investigate this interplay, the researchers connected Kahn's theory on engagement with current concepts that focus on the person-role relationship, such as those dealt with in the job demands-resources model, organisational support theory, and perceptions of reciprocity. Mediating effects between burnout risk, engagement, and psychological well-being, as well as the moderating effect of lack of reciprocity, were tested using structural equation modelling. The study used a purposive, non-probability sampling method and a cross-sectional survey research design. Participants were 160 academic staff members employed at a university in South Africa. The findings of this study revealed that the three psychological conditions (meaningfulness, safety, and availability), which were operationalised as lack of reciprocity, perceived organisational support, and burnout risk, were significantly related to emotional engagement. Perceived organisational support (job resources), which met the criteria for psychological safety and some components of meaningfulness, displayed the strongest association with engagement. Policymakers within higher education institutions should be sensitive to the issues this study focused on, especially as regards the need to provide organisational support in times of crisis, such as the COVID-19 pandemic.
The COVID-19 disease emerged in Wuhan, China, in December 2019 and quickly became a global health threat. Around 6,947,192 people have been killed around the world so far, including 146,292 in Iran. In addition to the definitive diagnosis of the disease by RT-PCR, immunological and serological tests can check the anti-SARS-CoV-2 N protein antibody titer in people at different stages of infection with acceptable sensitivity and specificity. The serological examination is an effective and efficient method for determining the prevalence of the disease, especially when asymptomatic cases are present or the diagnosis of symptomatic cases is incomplete. The study examined the seroprevalence of COVID-19 at the Razi Vaccine and Serum Research Institute (RVSRI) and the Agricultural Research, Education, and Extension Organization (AREEO). A total of 493 blood samples were collected from volunteers in June 2020 in AREEO, and 380 samples were collected in June and July 2020 in RVSRI. The total number of volunteers from both organizations was 873. Standard ELISA kits were used to measure IgG and IgM antibodies against SARS-CoV-2. A statistical analysis of the obtained data was conducted using SPSS (version 22.0). Among the total 873 volunteers examined in RVSRI and AREEO, 10.5% had elevated serum titers either for IgM or IgG, 3.55% of whom were women and 6.95% were men. Generally, 8.8% of people tested positive for IgM, which showed a recent infection with COVID-19 in people at that time and partially indicated the start of a new wave of COVID-19. In RVSRI, 3.42% of people with positive IgM titers (positive or negative IgG titers) were women and 5.53% were men. In AREEO, 3.02% were women and 5.72% were men. The seroprevalence rate of COVID-19 in RVSRI was 11.6%, 4.2% of which were women and 7.35% were men, with no significant difference between women and men. The COVID-19 seroprevalence in AREEO was 9.7%, 3.22% of which were women and 6.5% were men, with no significant difference between women and men.
The COVID-19 lockdown in March 2020 had a significant consequence for nursing students worldwide including limited access to learning situations in clinical rotation. Therefore, this study aims to explore how an innovative redesign of a clinical course in a time of pandemic supported nursing students in learning the fundamentals of care in their first year. The redesign involved the transformation of a traditional hands-on clinical course into a technology-enhanced learning environment. This was an explorative convergent mixed-methods study using both quantitative and qualitative methods. Twenty-four first-year nursing students responded to an online questionnaire with open-ended questions. Two nursing students and one faculty member participated in individual online interviews, and three faculty members participated in an online focus group interview. All the data were collected in June 2020. The quantitative data were analyzed using descriptive statistics and the qualitative data using content analysis. The GRAMMS guideline was applied. The students achieved the learning outcomes regarding fundamental care, basic physical assessment skills, and clinical reasoning with the help of academic assignments, multimedia learning resources, and virtual patients. Further, six central aspects of the facilitator role in the virtual simulation were identified. The aspect that was considered most valuable involved uncovering the "red thread" between different areas of knowledge in the first year of nursing education; this supported the students to better understand how to think and talk like a nurse. This study offers insight into how a technology-enhanced clinical course can foster the learning of fundamental nursing care, basic physical assessment skills, and clinical reasoning skills; enhancing students' preparedness for clinical hours. Virtual patients' scenarios contributed to integrating different types of knowledge and skills that are important when providing nursing care for patients in clinical practice. This study also highlighted a gap in pedagogical competence among faculty members with regards to facilitating learning in a technology-enhanced learning environment. Study findings suggest promising pedagogical strategies that should be further developed post-pandemic, in response to the call for a renewal of nursing education using more technologically supported learning designs.
The Covid-19 outbreak has had a staggering impact on the global economy, public health and safety, trade and education. In Malaysia, the government implemented the Movement Control Order (MCO) as a preventive measure against Covid-19. In education, the learning process has been transferred to online teaching. However, pandemic pedagogy is making learning into completely online either synchronous or asynchronous. Therefore, the current research aims to determine the secondary school teachers' psychological status, competencies in e-teaching and teachers work motivation as well as determine the relationship between secondary school teachers' psychological status and competencies in e-teaching during the Covid-19 outbreak. Current research is a descriptive-correlational quantitative survey to determine teachers' psychological status, e-teaching competencies and working motivation during Movement Control Order (MCO) to contain the Covid-19 pandemic. The study sample consists of 595 secondary school teachers selected via convenient sampling. Quantitative data are collected from an online survey through the questionnaires with demographic, psychological status (stress, anxiety and depression), e-teaching competencies (teaching, monitoring and evaluation) and teaching motivation developed by the researchers were distributed during the MCO period. SPSS 25 is applied, Statistical measures such as Cronbach's alpha, means, percentage and standard deviation were employed to analyze the data to obtain the value of the school teachers' psychological status, e-teaching competencies and teaching motivation. Consequently, a Pearson correlation table was created to show the analysis of the school teachers' psychological status and competencies in e-teaching. This finding indicated that the teachers' psychological factors in stress, anxiety and depressed are moderate, the teachers' competencies in e-teaching is moderate as well as teachers' working motivations is also the moderate level. However, the highest mean value was found among the variables, this is revealed that despite the challenges during the Covid-19 outbreak, teachers showed positive and strong motivation in conducting e-teaching. Additionally, the result showed a negative relationship between psychological status and e-teaching competencies (-0.286, p < 0.01), as well as reported a negative relationship between dimension of psychological status and competencies in e-teaching. This study has its limitations. This study is included only Selangor teachers and given that the information obtained from the study was gather from secondary schools, the generalizability might be limited. future research may consider expanding the scope from secondary schools to primary schools' teachers and then to university lecturers. Perhaps the scope is expanding, so more information could be obtaining and help researchers understand the teachers' competencies in e-teaching, psychological status and work motivation.
The COVID-19 outbreak led higher education institutions to shift to distance learning. This article describes data on the self-regulation of undergraduate students in online and blended learning environments during the pandemic situation. A total of 577 students including 144 males and 433 females in Jakarta were recruited using a combination of purposive and snowball techniques. In this non-experimental voluntary survey design, the questionnaire designed by Barnard et al. [1] was adapted to collect data. The online survey was utilized to gather data on personal demographic information (15 items), goal setting (5 items), time management (3 items), environment structuring (4 items), help-seeking (4 items), task strategies (4 items), and self-evaluation (4 items). It was carried out during May and June 2023. The data were analyzed using frequency distributions and correlation analysis. The raw data is available in Excel format. The collected data offer new insights regarding students' self-regulated online learning in terms of gender, academic year, age, daily internet usage, and more. The dataset will guide education policymakers on the role of self-regulatory skills for the success of technology-enhanced learning and educators to design educational programs to increase students' academic performance in online and blended learning contexts.
The COVID-19 pandemic abruptly interrupted breast cancer screening, an essential preventive service in primary care. We aimed to evaluate the pandemic's impact on overall and follow-up breast cancer screening using real-world health records data. We retrospectively analyzed a cohort of women eligible for breast cancer screening through the study period from January 1, 2017 to February 28, 2022 using TriNetX Research Network data. We examined the temporal trend of monthly screening volume throughout the study period and compared the rate of adherence to follow-up screening within 24 months after the previous screening when the follow-up screening was due in the pre-COVID period vs the COVID period. To account for multiple screenings in the longitudinal data, we applied a logistic regression model using generalized estimating equations with adjustment for individual-level covariates. Among 1,186,669 screening-eligible women, the monthly screening volume temporarily decreased by 80.6% from February to April 2020 and then rebounded to close to pre-COVID levels by June 2020. Yet, the follow-up screening rate decreased from 78.9% (95% CI, 78.8%-79.0%) in the pre-COVID period to 77.7% (95% CI, 77.6%-77.8%) in the COVID period. Multivariate regression analysis also showed a lower adherence to follow-up screening during the COVID period (odds ratio = 0.86; 0.86-0.87) and a greater pandemic impact among women aged 65 years and older and women of non-Hispanic "other" race (Asian, American Indian or Alaska Native, and Native Hawaiian or Other Pacific Islander). The COVID-19 pandemic had a transient negative effect on breast cancer screening overall and a prolonged negative effect on follow-up screening. It also exacerbated gaps in adherence to follow-up screening, especially among certain vulnerable groups, requiring innovative strategies to address potential health disparities in primary care.
The COVID-19 pandemic accelerated telemedicine and mobile app use, potentially changing our historic model of maternity care. MyChart is a widely adopted mobile app used in health care settings specifically for its role in facilitating communication between health care providers and patients with its messaging function in a secure patient portal. However, previous studies analyzing portal use in obstetric populations have demonstrated significant sociodemographic disparities in portal enrollment and messaging, specifically showing that patients who have a low income and are non-Hispanic Black, Hispanic, and uninsured are less likely to use patient portals. The study aimed to estimate changes in patient portal use and intensity in prenatal care before and during the pandemic period and to identify sociodemographic and clinical disparities that continued during the pandemic. This retrospective cohort study used electronic medical record (EMR) and administrative data from our health system's Enterprise Data Warehouse. Records were obtained for the first pregnancy episode of all patients who received antenatal care at 8 academically affiliated practices and delivered at a large urban academic medical center from January 1, 2018, to July 22, 2021, in Chicago, Illinois. All patients were aged 18 years or older and attended ≥3 clinical encounters during pregnancy at the practices that used the EMR portal. Patients were categorized by the number of secure messages sent during pregnancy as nonusers or as infrequent (≤5 messages), moderate (6-14 messages), or frequent (≥15 messages) users. Monthly portal use and intensity rates were computed over 43 months from 2018 to 2021 before, during, and after the COVID-19 pandemic shutdown. A logistic regression model was estimated to identify patient sociodemographic and clinical subgroups with the highest portal nonuse. Among 12,380 patients, 2681 (21.7%) never used the portal, and 2680 (21.6%), 3754 (30.3%), and 3265 (26.4%) were infrequent, moderate, and frequent users, respectively. Portal use and intensity increased significantly over the study period, particularly after the pandemic. The number of nonusing patients decreased between 2018 and 2021, from 996 of 3522 (28.3%) in 2018 to only 227 of 1743 (13%) in the first 7 months of 2021. Conversely, the number of patients with 15 or more messages doubled, from 642 of 3522 (18.2%) in 2018 to 654 of 1743 (37.5%) in 2021. The youngest patients, non-Hispanic Black and Hispanic patients, and, particularly, non-English-speaking patients had significantly higher odds of continued nonuse. Patients with preexisting comorbidities, hypertensive disorders of pregnancy, diabetes, and a history of mental health conditions were all significantly associated with higher portal use and intensity. Reducing disparities in messaging use will require outreach and assistance to low-use patient groups, including education addressing health literacy and encouraging appropriate and effective use of messaging.