Yoxas/statistical_literacy huggingface dataset:
Intellectual Disability (ID) is characterized by deficits in intellectual functions such as reasoning, problem-solving, planning, abstract thinking, judgment, and learning. As new avenues are emerging for treatment of genetically determined ID (such as Down's syndrome or Fragile X syndrome), it is necessary to identify objective reliable and sensitive outcome measures for use in clinical trials. We developed a novel visual analogical reasoning paradigm, inspired by the Progressive Raven's Matrices, but appropriate for Intellectually Disabled patients. This new paradigm assesses reasoning and inhibition abilities in ID patients. We performed behavioural analyses for this task (with a reaction time and error rate analysis, Study 1) in 96 healthy controls (adults and typically developed children older than 4) and 41 genetically determined ID patients (Fragile X syndrome, Down syndrome and ARX mutated patients). In order to establish and quantify the cognitive strategies used to solve the task, we also performed an eye-tracking analysis (Study 2). Down syndrome, ARX and Fragile X patients were significantly slower and made significantly more errors than chronological age-matched healthy controls. The effect of inhibition on error rate was greater than the matrix complexity effect in ID patients, opposite to findings in adult healthy controls. Interestingly, ID patients were more impaired by inhibition than mental age-matched healthy controls, but not by the matrix complexity. Eye-tracking analysis made it possible to identify the strategy used by the participants to solve the task. Adult healthy controls used a matrix-based strategy, whereas ID patients used a response-based strategy. Furthermore, etiologic-specific reasoning differences were evidenced between ID patients groups. We suggest that this paradigm, appropriate for ID patients and developmental populations as well as adult healthy controls, provides an objective and quantitative assessment of visual analogical reasoning and cognitive inhibition, enabling testing for the effect of pharmacological or behavioural intervention in these specific populations.
Interactive group evaluation is a decision-making method to obtain group consensus by constantly modifying the initial weight of experts. Probabilistic hesitant Pythagorean fuzzy set (PrHPFS) is to be added the corresponding probability values for each membership degree and non-membership degree on the hesitant Pythagorean fuzzy set (HPFS). It is not only a generalization of HPFS and the Pythagorean fuzzy set (PFS), but also a more comprehensive and accurate reflection of the initial decision information given by experts. Especially, it can deal with the decision-making problem of multi-attribute fuzzy information in a wider area. In this paper, some basic definitions and related operations of the probabilistic hesitant Pythagorean fuzzy numbers (PrHPFNs) are first reviewed, and propose score function and accuracy function in PrHPFNs environment. Secondly, the concepts of Hamming distance measure, weighted distance measure and degree of similarity are put forward in PrHPFNs space, and the degree of similarity of two probabilistic hesitant Pythagorean fuzzy matrices (PrHPFMs) is suggested through the aggregation operator formula of PFNs. Finally, an interactive group decision-making method is designed based on the PrHPFM and the degree of similarity under the PrHPFNs environment, the effectiveness of the method is verified by an example, so as to overcome the hesitant psychological state of experts and achieve the consistent consensus evaluation of group preference.
Interactive learning environments are known to be among the most effective methods used in education. Some of the interactive methods used in psychiatric nursing education are simulations, group discussions, case studies and video and film presentations. In psychiatric nursing education, cinematic films are among the online methods used. It is known that films used in psychiatric nursing education are useful for understanding mental disorders, the nurse-patient relationship, the roles of the nurse and the therapeutic environment. The COVID-19 pandemic deeply affected nursing education, and the difficulties faced gave rise to many new perspectives. After this period, it is of prime importance to update the nursing curriculum and develop new strategies in clinical practice. Teaching with films can help students to understand people's feelings, make sense of them and empathize. This method can have an emotional impact on student nurses and take learning to a deeper level beyond simple theoretical understanding. The findings of the study suggest that teaching through film is an effective method that can be used practically in psychiatric nursing education. Standardizing these practices may be an effective strategy for developing students' professional identity as nurses. This study is focused on undergraduate students, but has implications for nurses in continuing education and professional development of nurses in developing a positive perspective towards psychiatric patients, increasing self-awareness and reducing prejudices. INTRODUCTION: The COVID-19 pandemic affected many areas of life and had a negative effect on education. This study investigated the impacts of using film as a method of education in students who were taking Psychiatric Nursing class during the COVID-19 pandemic, examining how this method contributed to theoretical and clinical practices of the students, their personal development and their viewpoint on psychiatric patients. This study adopted a qualitative research design. The study data were collected from 15 nursing students in June 2022. Interviews were conducted, audiotaped and transcribed verbatim. The method of education via film made contributions such as better theoretical understanding of the subjects taught, acquisition of analytical thinking skills and greater awareness of professional nursing skills and care practices. The students developed their professional perspectives, and their motivation increased. Using film is effective and practical when used in psychiatric nursing education. Standardizing these practices may be an effective strategy for developing students' sense of their identity as professional nurses. This study relates directly to undergraduate students and also has implications for nurses undergoing continuing education and professional development.
Interactive learning is one of the active learning methods used to develop students' knowledge and skills. This study was conducted to determine the effect of the interactive learning method with questions prepared according to Bloom's taxonomy on nursing students' learning of the need for movement. It is a randomized controlled study conducted in May 2023. This study was conducted with 134 first-year nursing students taking the Fundamentals of Nursing course. The students were randomly divided into control (n = 67) and experimental (n = 67). The data was collected by using a form delineating descriptive characteristics, a test assessing the necessity of movement knowledge, an analysis of a specific case study, and an assessment form for gathering student opinions on interactive learning. The queries within the data collection form were tailored to align with Bloom's taxonomy. Following the theoretical instruction, each student participated in the mobility needs knowledge test and case analysis (pre-test). The instructional session for the control group involved conventional lecture-style teaching supplemented with a question-and-answer format, while the experimental group received instruction through an interactive learning approach. One week subsequent to this, all students retook the mobility needs knowledge test and case analysis (post-test). Subsequently, feedback regarding the interactive learning method was solicited from the students. The knowledge test revealed a statistically significant difference, with the control group exhibiting a higher median comprehension score in the post-test compared to the experimental group (p < 0.05). Regarding the case analysis, statistical analysis demonstrated that the experimental group surpassed the control group in median scores for comprehension, synthesis, and total scores, with a significant difference (p < 0.05). Additionally, most students expressed favorable opinions toward the interactive learning approach. It is recommended that studies on interactive learning be repeated in different subjects in nursing education. gov ID:NCT05868278.
Interdisciplinary fetal neonatal neurology (FNN) training requires integration of reproductive health factors into evaluations of the maternal-placental-fetal (MPF) triad, neonate, and child over the first 1000 days. Serial events that occur before one or multiple pregnancies impact successive generations. A maternal-child dyad history highlights this continuity of health risk, beginning with a maternal grandmother's pregnancy. Her daughter was born preterm and later experienced polycystic ovarian syndrome further complicated by cognitive and mental health disorders. Medical problems during her pregnancy contributed to MPF triad diseases that resulted in her son's extreme prematurity. Postpartum maternal death from the complications of diabetic ketoacidosis and her child's severe global neurodevelopmental delay were adverse mother-child outcomes. A horizontal/vertical diagnostic approach to reach shared clinical decisions during FNN training requires perspectives of a dynamic neural exposome. Career-long learning is then strengthened by continued interactions from al stakeholders. Developmental origins theory applied to neuroplasticity principles help interpret phenotypic expressions as dynamic gene-environment interactions across a person's lifetime. Debiasing strategies applied to the cognitive process reduce bias to preserve therapeutic and prognostic accuracy. Social determinants of health are essential components of this strategy to be initiated during FNN training. Reduction of the global burden of neurologic disorders requires applying the positive effects from reproductive and pregnancy exposomes that will benefit the neural exposome across the lifespan.
Interdisciplinary fetal-neonatal neurology (FNN) training considers a woman's reproductive and pregnancy health histories when assessing the "four great neonatal neurological syndromes". This maternal-child dyad exemplifies the symptomatic neonatal minority, compared with the silent majority of healthy children who experience preclinical diseases with variable expressions over the first 1000 days. Healthy maternal reports with reassuring fetal surveillance testing preceded signs of fetal distress during parturition. An encephalopathic neonate with seizures later exhibited childhood autistic spectrum behaviors and intractable epilepsy correlated with identified genetic biomarkers. A systems biology approach to etiopathogenesis guides the diagnostic process to interpret phenotypic form and function. Evolving gene-environment interactions expressed by changing phenotypes reflect a dynamic neural exposome influenced by reproductive and pregnancy health. This strategy considers critical/sensitive periods of neuroplasticity beyond two years of life to encompass childhood and adolescence. Career-long FNN experiences reenforce earlier training to strengthen the cognitive process and minimize cognitive biases when assessing children or adults. Prioritizing social determinants of healthcare for persons with neurologic disorders will help mitigate the global burden of brain diseases for all women and children.
Interdisciplinary science, technology, engineering, arts, and mathematics (STEAM) courses are a popular trend in international education than can help inculcate creativity in students. Although STEAM courses have been widely promoted in China, they are generally unsustainable because they are merely imitations of European and American courses and lack Chinese humanistic factors; a close integration between disciplinary ideas and thinking levels is also lacking. C-STEAM, which is designed to pass down China's culture, is a form of STEAM education with local Chinese characteristics that are focused on integrating interdisciplinary knowledge with the thought process oriented toward cultural heritage. In this study, an innovative higher vocational college course with C-STEAM interdisciplinary principles was constructed, with art and design as the framework, and with the integration of Chinese local culture. Semi-structured interviews were conducted to sample 12 learners from a total of 90 students in the experimental class of the C-STEAM course. The study aimed to provide a deeper understanding of the effectiveness of taking a Packaging Design course combined with C-STEAM from multiple perspectives. After the interviews, based on the BAO model, coding statistics and thematic analysis were conducted to understand the learners' beliefs, actions, and outcomes after taking the course, and their plans for acquiring C-STEAM interdisciplinary knowledge and learning Chinese local culture. The integration of the Shangshan culture () into the Packaging Design course proved the importance and significance of adding C-STEAM to the art design course, which helped us understand the specific feelings of students after completing the course and gain a deeper understanding of the changes in their knowledge and skills and their learning effects. Integrating C-STEAM education into courses related to art and design is highly warranted to encourage students to apply their interdisciplinary knowledge to artistic exploration and creation. Moreover, to effectively develop a curriculum system with local characteristics, teachers should provide more opportunities for students to explore and learn C-STEAM in the future, and integrate multiple elements into their teaching. In general, a cultural perspective-based interdisciplinary education helps facilitate the creative transformation of traditional Chinese culture.
Interdisciplinary undergraduate students are expected to develop statistical competence to interpret research findings as they advance in their healthcare studies and careers. However, students often report anxiety related to learning statistical course content.This descriptive study examined differences in statistical knowledge and self-efficacy scores of undergraduate students enrolled in online competency-based and traditional learning statistics courses.A sample of 20 nursing and interdisciplinary, undergraduate students from a Midwestern University who were enrolled in introductory statistics courses were recruited for this study. Significant differences between pre-test and post-test statistical knowledge and self-efficacy scores were compared for students receiving online competency-based learning and traditional learning statistical course content. The Current Statistics Self-Efficacy (CSSE) and the Self-Efficacy to Learn Statistics (SELS) measures determined the statistics self-efficacy scores. There was a significant difference in knowledge scores from pre- to post-test in the areas of hypothesis testing (p =.02), measures of central tendency (p =.001), and research design (p =.001), but there was not a significant difference in overall mean scores between competency-based learning and the traditional learning groups (p =.10). The pre-test to post-test Current Statistics Self-Efficacy student scores improved significantly in both the competency-based learning (p <.001) and traditional learning (p <.001) statistics course sections; and the Self Efficacy to Learn Statistics pre-test to post-test scores were also significantly improved in the competency-based (p <.001) and traditional (p =.02) learning groups. Both online competency-based and traditional learning methods improved interdisciplinary undergraduate students' statistical knowledge and self-efficacy scores. Online competency-based learning was described by the students as at least as beneficial as traditional learning for studying statistics while allowing more flexibility to repeat content until it was mastered. This study compared pre- and post-test differences in statistical knowledge and self-efficacy scores of students enrolled in online competency-based learning and traditional learning statistics class sections.
Interest in identifying factors influencing educational success is growing. Many studies have examined factors that may affect academic performance. It is often observed that a group of students sharing the same external variables (school environment) yet have different results, which states that individual variables have more impact on the determination of academic performance. Therefore, the present study aims to substantiate this controversy by investigating the association between dietary habits and academic performance in a population of adolescents attending school in Eastern Morocco Methods: Cross-sectional study based on a self-administered questionnaire. Items included sociodemographic variables, eating and sleeping habits, physical activity practice and the last semester grade point average of mathematics (GPAm) and first foreign language (GPAf) subjects Results: Dietary diversity score (DDS) is a significant predictor of academic performance. Weight status and sleep duration was found to be strongly associated with academic achievement. Absenteeism and smoking are negatively associated with school achievement Conclusions: Findings indicate associations between dietary diversity and academic performance of students in eastern Morocco which support creation of effective nutrition education policies to eradicate the double burden of malnutrition on the one side leanness and on the other side fighting against obesity by promoting good diet in terms of quality and quantity and encouraging physical exercise. It is also essential to review the lifestyle of adolescents by raising awareness against the scourge of smoking near schools. The results of these actions are likely to be healthier schools and improved behavioral development and academic performance of children. (www.actabiomedica.it).
Interest in mixed methods methodology within medical education research has seen a notable increase in the past two decades, yet its utilization remains less prominent compared to quantitative methods. This study aimed to investigate the application and integration of mixed methods methodology in medical education research, with a specific focus on researchers' perceptions, strategies, and readiness, including the necessary skills and expertise. This study adheres to the COREQ guidelines for reporting qualitative research. Faculty members from King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Saudi Arabia, across its three campuses in Riyadh, Jeddah, and Al Ahsa, participated in this study during the 2021-2022 academic year. We conducted 15 in-depth, one-on-one interviews with researchers who had previously used mixed methods in their medical education research. Theoretical saturation was reached with no refusals or dropouts. Data were collected using a semi-structured interview guide developed from literature review and mixed methods guidelines. Thematic analysis was employed to analyze the data, enabling a comprehensive understanding of the participants' perspectives. The thematic analysis of the interviews yielded three key themes. The first theme, 'Understanding and Perceptions of Mixed Methods in Medical Education Research,' delved into researchers' depth of knowledge and conceptualization of mixed methods. The second theme, 'Strategies and Integration in Mixed Methods Implementation,' explored how these methodologies are applied and the challenges involved in their integration. The final theme, 'Mastery in Mixed Methods: Prerequisites and Expert Consultation in Research,' highlighted the gaps in readiness and expertise among researchers, emphasizing the importance of expert guidance in this field. Findings indicate a varied understanding of mixed methods among participants. Some lacked a comprehensive grasp of its application, while others perceived mixed methods primarily as a means to enhance the publication prospects of their studies. There was a general lack of recognition of mixed methods as a guiding methodology for all study aspects, pointing to the need for more in-depth training and resources in this area.
Interest in the applications of mindfulness practice in education is growing in the scientific community. Recent research has shown that mindfulness practice in schools may be beneficial for executive functions (EFs) which are abilities crucial for healthy development. The study of the effects of mindfulness practices on children's neural correlates of EFs, particularly inhibitory control, may provide relevant information about the impact and mechanisms of mindfulness-based interventions (MBIs) in children. The aim of the present study was to investigate the effects of a MBI in elementary school children on the neural correlates of inhibitory control via a randomized controlled trial. Children from two 4th grade classrooms and two 5th grade classrooms located in a school identified as having low socioeconomic status in Santiago de Chile were randomly assigned to either receive a MBI or serve as active controls and receive a social skills program. Both before and after the interventions, electroencephalographic activity was recorded during a modified version of the Go/Nogo task in a subsample of children in each group. Additionally, teachers completed questionnaires of students' EFs and students completed self-report measures. Results revealed increases in EFs assessed by questionnaires together with improved P3 amplitude associated with successful response inhibition in children who received the MBI compared to active controls. These results contribute to the understanding of the ways in which mindfulness practices can promote the development of inhibitory control together with EF improvement, factors identified as critical for children's social and emotional development and positive mental health. RESEARCH HIGHLIGHTS: This study investigated the effects of a mindfulness-based intervention in children from a low socioeconomic status school on neural correlates of EFs. Children performed a Go/Nogo task while electroencephalographic activity was recorded and completed questionnaires before and after a MBI or an active control program. Improvements in EFs assessed by questionnaires together with an increased Nogo-P3 activity associated with successful inhibition in children who received the MBI were found. The results could contribute to understand how mindfulness practice can promote the development of inhibitory control in children from vulnerable populations.