Yoxas/statistical_literacy huggingface dataset:
Educational institutions need to respond to global competitive problems, and branding has become a method for higher education institutions to differentiate themselves. Thus, this study attempted to investigate predictors of employee brand-based equity. A cross-sectional research design has been used to record the perception of the teachers, and data are collected using a convenience sampling technique. Before administrating the study on large scale, a pilot testing was conducted, and reliability of the scale and their items was ensured. Pilot testing results indicated a satisfactory reliability level, and constructs correlations were in the assumed directions, which allowed to conduct the study on a large scale. A sample size of 400 was set, and questionnaires were distributed among the participants, out of which, 376 were received back, while 351 were left at the end after discarding incomplete responses. The left over and completed questionnaires indicate 88% response rate. Data have been analyzed through the Smart PLS software by applying the structural equation modeling technique. After establishment of the measurement model through reliability and validity, the structural model was used to test study hypotheses. All the study hypotheses were found statistically significant on the basis of t and p statistics. Results indicate that teacher's emotional intelligence enhances teachers' self-efficacy, which further improves their brand-based equity. Similarly, emotional intelligence increases teacher's performance, which also increases their brand-based equity. Limitations and future directions of the study are also reported.
Educational migration benefits students and receiving countries, but universities are challenged to meet a variety of needs, such as cultural adaptation and changes in health behaviours such as dietary habits. This study aimed to assess the health-related behaviours, encompassing dietary/eating habits, among international students in Poland, while also elucidating the factors influencing these behaviours. The study consisted of two phases: (phase 1) cross-sectional research among 231 foreign students using the Fantastic Lifestyle Questionnaire (FLQ); and (phase 2) focus group interviews with 15 international students. The study was conducted in accordance with STROBE (STrengthening the Reporting of OBservational studies in Epidemiology) and COREQ (COnsolidated criteria for REporting Qualitative research) Checklists. It was shown that the respondents highly value health. Students' health-related behaviours are related to their financial situation, health condition, self-assessment of their lifestyle, the importance attached to being healthy, and their country of origin. The qualitative analysis allowed us to identify (1) the barriers related to the exhibiting of health-related behaviours, (2) expectations of foreign students regarding the exhibiting of health-related behaviours, (3) changes in the health-related behaviours, and (4) factors facilitating the exhibiting of health-related behaviours. There is a need for inter-university cooperation on a strategy to promote health-promoting behaviours of foreign students studying in Poland.
Educational neuromyths are known to exist amongst teachers in Western countries, and some researchers argue that neuromyths may affect classroom teaching. An online survey was designed and distributed to sixty-four Hong Kong inclusive education teachers. Descriptive statistics, Pearson's correlation, Hierarchical Multiple Regression, and Thematic analysis were used to analyzed the collected data. First, there is a relatively low prevalence of neuromyths among Hong Kong teachers. Second, neuromyths were not significantly correlated with inclusive teachers' instructional practices. Third, teachers' general knowledge of the brain was significantly correlated with neuromyths and is a significant predictor of neuromyths. Fourth, the work-related stress of teachers was the main barrier to learning about neuroscience and adopting evidence-based practices in classroom teaching in Hong Kong. Our findings raise awareness of environmental and cultural factors that need to be considered and might affect the prevalence of neuromyths studies in non-WEIRD contexts.
Educational philosophy, in general, is at the heart of the growth of education. It outlines the institution's goals, subject matters, teaching methods, roles of teachers as well as the role of students, assessment methods, and teaching/learning experiences. The study aimed to identify the educational philosophical implications of idealism in schools in Al Ain city of the United Arab Emirates from the perspectives of mathematics teachers. The researchers used a questionnaire with thirty-two Likert-type items as a quantitative method for data collection. The instrument was administered to a randomly selected sample of 82 (46 male and 36 female) mathematics teachers in Al Ain city. The data were analyzed in IBM SPSS version 28 for one sample t-tests and independent samples t-tests to compare teachers' perceptions of curriculum, education values, school functions, roles of teachers, and teaching methods with gender and school type. Further analyses included a one-way ANOVA for teaching experiences and teaching cycles, bivariate correlations between the variables, and a generalized linear model to identify the significant predictors of the teaching method. The findings of the study showed that mathematics teachers in Al Ain city embrace an idealistic philosophy of curriculum, educational values, the role of schools and teachers, and teaching methods in general. The teachers' perceptions of the curriculum and school functions were found to be significant predictors of their teaching methods. These findings have both pedagogical and curricular implications.
Educational posters play a crucial role in education, information dissemination, and awareness. Their visual appeal efficiently communicates condensed yet vital information on significant topics, making them valuable for teaching sequential concepts. We aimed to assess the effectiveness of educational posters in the oral and maxillofacial surgery department for student education. The study was carried out during the fall semester of 2022 at Mashhad Dental School, Mashhad, Iran utilizing a questionnaire-based approach. The questionnaire gathered demographic information and assessed students' perspectives on educational posters. Statistical analysis was performed using SPSS version 23 with a significance level set at 0.05. This study was conducted on 70 students (35 females and 35 males). Gender-based analysis demonstrated significant differences in beauty, adaptability, and learning, with male students scoring lower than females (P values = 0.036 and 0.031, respectively). Further analysis by academic year unveiled higher beauty and adaptability scores among third-year students compared to second-year students, showing statistical significance (P value = 0.035). A two-by-two comparison highlighted that the average beauty score of third and fifth-year students surpassed that of second-year students (P values = 0.041 and 0.038, respectively). In summary, higher academic years correlated with superior performance, emphasizing the potential impact of educational posters on academic outcomes. Posters in the oral and maxillofacial surgery department received commendable ratings in various areas, positively impacting the teaching and learning process.
Educational programs to prepare nurse practitioners (NPs) were historically built upon foundational nursing experience. Originally prepared as certificate programs in 1965, the educational requirements for nurse practitioners (NPs) rapidly shifted from certificate programs to the Master's degree (DellaBella, 2015; Fairman, 2008). As Doctor of Nursing Practice (DNP) degree programs increase in number, it is unknown whether this foundational nursing experience has changed, or if it differs by certification type for pediatric nurse practitioners (PNPs). This study aimed to evaluate the educational preparation and prior nursing experience of primary care and acute care certified PNPs. A national survey of members of the Pediatric Nurse Practitioner Certification Board (N = 17,530) was completed (Mudd et al., 2022). A sub-analysis of this data was conducted (n = 1974). There was no statistical evidence among either primary or acute care PNPs of an association between previous nursing experience and type of degree preparation (Master's or DNP). There was only a weak association between educational preparation and experience among acute care nurse practitioners. Most respondents were prepared at the Master's level, and 85% of all respondents had >1 year of nursing experience prior to returning for additional PNP education. This study adds to the literature as it describes the educational preparation and foundational nursing experience of primary and acute care PNPs. It can serve as a benchmark as the move to the DNP continues for Advanced Practice Registered Nurse preparation.
Educational Robotics (ER) is a new learning approach that is known mainly for its effects on scientific academic subjects such as science, technology, engineering, and mathematics. Recent studies indicate that ER can also affect cognitive development by improving critical reasoning and planning skills. This study aimed to quantify the ability of ER to empower Executive Functions (EF), including the ability to control, update, and program information, in 5- and 6-year-old children attending first grade, a crucial evolutionary window for the development of such abilities. A total of 187 typically developing children were enrolled and randomly allocated into two experimental conditions: A, for immediate ER training, and B, for waitlist. ER-Laboratories (ER-Lab) for small groups were organized at schools, using a child-friendly, bee-shaped robot called Bee-Bot® (Campus Store). Activities were intensive, enjoyable, and progressively more challenging over the 20 twice-weekly sessions. Outcome measures, based on standardized tests, were used to quantify the effects of ER on EF. Compared to the control group, the ER-Lab group showed significantly better ability to actively manipulate information in short-term memory and suppress automatic responses in favor of goal-appropriate actions. This RCT study provides the first quantitative evidence of the positive effects of ER activities for improving working memory and inhibition in the early school years.
Educators have recently garnered significant focus for the crucial role they play, particularly concerning their emotions. These emotions have the potential to either boost their progress in their profession or hinder their progress, like burnout which may trigger or intensify poor mental health and quit the job. Burnout arises from the intermittent occurrence of emotional distress among English as a foreign language (EFL) educators as they fulfill their professional duties. To shed more light on the issue, it is fundamental to contemplate the teacher's belief in their capabilities, known as self-efficacy, which can reduce the probability of burnout and prevent work-related stress while also promoting beneficial results. Moreover, it has been evidenced that the vital role of educators' well-being is prominent in this procedure. Therefore, the importance of these two constructs concerning the impact they have on teacher burnout was taken into consideration in this study. To achieve this objective, a group of 403 English educators participated in the measurement of the concepts being studied. To scrutinize the causal connections between the variables, a Structural Equation Modeling (SEM) approach was employed. The study showed that teachers' efficacy in their ability to perform their job effectively was responsible for explaining 82 % of changes in burnout, while their level of well-being played a role in accounting for 42 % of changes in teachers' burnout levels. The data disclosed that while every factor independently contributed to burnout, the self-efficacy of the teachers held greater influence as a predictor of burnout in comparison to their well-being. Ultimately, particular academic suggestions are specified.
Educators in the social and health care and health sciences fields play a key role in developing the competencies of health professionals and experts. The increase in hybrid education in higher education provides flexible education but also causes additional stress for educators. In order to develop educators' competencies in hybrid teaching, it is necessary to understand educators' experiences of that. In this study, hybrid teaching means synchronous face-to-face and distance teaching. The study aims to describe the experiences of social and health care and health sciences educators of hybrid teaching in higher education. We employed a qualitative descriptive research design. A total of 21 social and health care and health sciences educators were interviewed. The data was collected through semi-structured interviews in seven group interviews and an individual interview from February 2022 to April 2022. The data was analysed using inductive content analysis. Educators felt that hybrid education brought flexibility to their teaching activities and have implemented it successfully. Moreover, educators shared that implementing hybrid teaching requires them to have pedagogical competence and technology skills, ensuring interaction with students and creating a safe learning environment. Their positive attitude towards digital pedagogy is essential. Educators recognised the need to ensure students' digital skills in hybrid education. Moreover, challenges related to assessment were also identified. Educators experienced increased workload due to pressures, psychological strain and distribution of attention. They felt that they needed support and adequate resources to implement it. The results have societal value in enhancing educators' continual professional development, developing high-quality evidence-based teaching and student skills, and assessing and applying different digital solutions to hybrid education.
Educators require focused training to foster the development of intercultural competence in nurses. Training programs for educators need to be based on a comprehensive profile with a focus on intercultural learning. This study aims to define and validate a profile of the Intercultural Nursing Educator (INE). The Delphi method was used with an iterative, multi-stage process to transform opinions into group consensus. A total of 46 European, African, and American experts from the nursing and intercultural field participated. Inclusion criteria required English at a level of B2, expertise in the field of intercultural competence, experience in teaching intercultural competence in the nursing context, and publications focused on intercultural topics. The INE profile was developed and all 126 competencies were validated. The profile is freely available on the project website and provides the basis for curricula, training programs and assessment of the required competences.
Effective antiviral drugs prevent hospitalisation and death from COVID-19. Antiviral efficacy can be efficiently assessed in vivo by measuring rates of SARS-CoV-2 clearance estimated from serial viral genome densities quantitated in nasopharyngeal or oropharyngeal swab eluates. We conducted an individual patient data meta-analysis of unblinded arms in the PLATCOV platform trial to characterise changes in viral clearance kinetics and infer optimal design and interpretation of antiviral pharmacometric evaluations. Serial viral density data were analysed from symptomatic, previously healthy, adult patients (within 4 days of symptom onset) enrolled in a large multicentre, randomised, adaptive, pharmacodynamic, platform trial (PLATCOV) comparing antiviral interventions for SARS-CoV-2. Viral clearance rates over 1 week were estimated under a hierarchical Bayesian linear model with B-splines used to characterise temporal changes in enrolment viral densities and clearance rates. Bootstrap re-sampling was used to assess the optimal duration of follow-up for pharmacometric assessment, where optimal was defined as maximising the expected Z score when comparing effective antivirals with no treatment. PLATCOV is registered at ClinicalTrials.gov, NCT05041907. Between Sept 29, 2021, and Oct 20, 2023, 1262 patients were randomly assigned in the PLATCOV trial. Unblinded data were available from 800 patients (who provided 16 818 oropharyngeal viral quantitative PCR [qPCR] measurements), of whom 504 (63%) were female. 783 (98%) patients had received at least one vaccine dose and 703 (88%) were fully vaccinated. SARS-CoV-2 viral clearance was biphasic (bi-exponential). The first phase (α) was accelerated by effective interventions. For all the effective interventions studied, maximum discriminative power (maximum expected Z score) was obtained when evaluating serial data from the first 5 days after enrolment. Over the 2-year period studied, median viral clearance half-lives estimated over 7 days shortened from 16·6 h (IQR 15·3 to 18·2) in September, 2021, to 9·2 h (8·0 to 10·6) in October, 2023, in patients receiving no antiviral drugs, equivalent to a relative reduction of 44% (95% credible interval [CrI] 19 to 64). A parallel reduction in viral clearance half-lives over time was observed in patients receiving antiviral drugs. For example, in the 158 patients assigned to ritonavir-boosted nirmatrelvir (3380 qPCR measurements), the median viral clearance half-life reduced from 6·4 h (IQR 5·7 to 7·3) in June, 2022, to 4·8 h (4·2 to 5·5) in October, 2023, a relative reduction of 26% (95% CrI -4 to 42). SARS-CoV-2 viral clearance kinetics in symptomatic, vaccinated individuals accelerated substantially over 2 years of the pandemic, necessitating a change to how new SARS-CoV-2 antivirals are compared (ie, shortening the period of pharmacodynamic assessment). As of writing (October, 2023), antiviral efficacy in COVID-19 can be efficiently assessed in vivo using serial qPCRs from duplicate oropharyngeal swab eluates taken daily for 5 days after drug administration. Wellcome Trust.
Effective climate change adaptation requires a thorough understanding of whether and how affected populations perceive climatic and environmental changes. Existing research has been inconclusive regarding the consistency of these perceptions compared to objective meteorological indicators. Moreover, no systematic comparison has been done for the perception of discrete environmental events such as floods or erosion. This study relies on novel panel survey data of approximately 1700 households residing along the Jamuna River in Bangladesh as well as on unique individual-level, satellite-based erosion data. It compares respondents' perceptions of environmental events, namely riverbank erosion, and three climate change indicators, specifically long-term temperature change and changes in precipitation during wet and dry seasons, to objective measurements using satellite imagery and climatic time-series data (CRU TS). I find that long-term temperature change is perceived more accurately than long-term changes in precipitation. Given that educational attainment and climate change literacy among the study population are low, this indicates that global temperature increases are felt even by remote populations who have never heard the term climate change. Erosion is strongly overestimated, especially by those respondents who had been personally affected by it. Since human behavior is guided by perceptions rather than objective data, this has important policy implications, underlining the importance of considering people's perceptions if the goal is to assist them in adapting to environmental changes. The online version contains supplementary material available at 10.1007/s10584-024-03678-6.
Effective communication is critical in all healthcare professions, including medical imaging. This is demonstrated across the professional capability requirements outlined by regulatory bodies that represent medical radiation practitioners around the world. Thus, it is imperative that university curricula provide students with opportunities to develop their communication skills to ensure graduates are prepared to deliver high-quality person-centred care (PCC). The aim of this educational perspective paper is to discuss an interprofessional collaboration between academics from medical imaging and a linguist from the Faculty of Medicine, Nursing and Health Sciences' health communication unit to develop and deliver a pre-clinical communication skills program for undergraduate medical imaging students at Monash University. This innovative program aims to address the unique communication challenges encountered during medical imaging examinations. Medical imaging programs tend to use a combination of lectures, role-play and structured workshops to teach communication skills to undergraduate students. These are normally run by medical imaging academics who have significant clinical experience as well as tacit intuitive understanding of communication challenges. This intuitive knowledge can be challenging to articulate to novice learners. In comparison, a linguist is an expert in the use and form of language in context, and can collaborate with medical imaging academics to support students in developing their understanding of communication as a tool for use in caring and compassionate practice as part of a PCC approach. This paper highlights an interprofessional collaboration between medical imaging academics and a linguist to develop and deliver an integrated communication skills program at Monash University, bringing together the expertise of both fields to support medical imaging students in effectively communicating with patients in the clinical context. The interprofessional collaboration between medical imaging academics and a linguist at Monash University shows early promise. Our collaborative pre-clinical communication skills curriculum development and delivery pioneers an innovative method within the medical imaging curriculum which integrates best practice from both medical imaging and linguistic fields.
Effective communication with patients and colleagues is key to a pharmacist's ability to provide effective person-centered care. Neurodivergent patients face many barriers when interacting with health professionals; increased awareness and understanding are therefore paramount to the pharmacist's role. This paper describes an innovative teaching partnership between a school of pharmacy and an inclusive theater company which aims to develop awareness and skills of undergraduate pharmacy students in relation to communicating with patients with autism and/or learning disabilities. Forum theater and role-plays were used to complement existing communication skills teaching in Years two and four of the undergraduate MPharm (Master of Pharmacy) program. The sessions were designed and delivered in partnership between academic teaching staff and a theater company of neurodivergent actors. An online evaluation form was used to obtain student feedback on these sessions (two Likert-style questions and three open format questions). Of the 241 students who attended a session in 2021, 70 (29%) provided feedback. Feedback was positive, with 99% of respondents finding the session useful. Students spoke about how they found the sessions supportive and enlightening, helping them to reflect on their own communication skills. As a result, the teaching has been developed and now expanded through all years of the undergraduate program. While conscious of challenges such as funding and finding the right partner, the authors recommend this rewarding initiative to fellow academics.