Yoxas/statistical_literacy huggingface dataset:
This umbrella review aims to ascertain the extent to which immersive Virtual Reality (VR) and Augmented Reality (AR) technologies improve specific competencies in healthcare professionals within medical education and training, in contrast to traditional educational methods or no intervention. Adhering to PRISMA guidelines and the PICOS approach, a systematic literature search was conducted across major databases to identify studies examining the use of VR and AR in medical education. Eligible studies were screened and categorized based on the PICOS criteria. Descriptive statistics and chi-square tests were employed to analyze the data, supplemented by the Fisher test for small sample sizes or specific conditions. The analysis involved cross-tabulating the stages of work (Development and Testing, Results, Evaluated) and variables of interest (Performance, Engagement, Performance and Engagement, Effectiveness, no evaluated) against the types of technologies used. Chi-square tests assessed the associations between these categorical variables. A total of 28 studies were included, with the majority reporting increased or positive effects from the use of immersive technologies. VR was the most frequently studied technology, particularly in the "Performance" and "Results" stages. The chi-square analysis, with a Pearson value close to significance (p = 0.052), suggested a non-significant trend toward the association of VR with improved outcomes. The results indicate that VR is a prevalent tool in the research landscape of medical education technologies, with a positive trend toward enhancing educational outcomes. However, the statistical analysis did not reveal a significant association, suggesting the need for further research with larger sample sizes. This review underscores the potential of immersive technologies to enhance medical training yet calls for more rigorous studies to establish definitive evidence of their efficacy.
This usability study evaluated users' perceptions of a multimedia prototype for a new e-learning tool: Anatomy of the Central Nervous System: A Multimedia Course. Usability testing is a collection of formative evaluation methods that inform the developmental design of e-learning tools to maximize user acceptance, satisfaction, and adoption. Sixty-two study participants piloted the prototype and completed a usability questionnaire designed to measure two usability properties: program need and program applicability. Statistical analyses were used to test the hypothesis that the multimedia prototype was well designed and highly usable, it was perceived as: (1) highly needed across a spectrum of educational contexts, (2) highly applicable in supporting the pedagogical processes of teaching and learning neuroanatomy, and (3) was highly usable by all types of users. Three independent variables represented user differences: level of expertise (faculty vs. student), age, and gender. Analysis of the results supports the research hypotheses that the prototype was designed well for different types of users in various educational contexts and for supporting the pedagogy of neuroanatomy. In addition, the results suggest that the multimedia program will be most useful as a neuroanatomy review tool for health-professions students preparing for licensing or board exams. This study demonstrates the importance of integrating quality properties of usability with principles of human learning during the instructional design process for multimedia products.
This work aimed to explore the validity of South African pictograms to be comprehended by sub-Saharan migrant populations in Spain. A quantitative cross-sectional study was carried out. A voluntary survey was conducted among a population ≥ 18 years of age in a Temporary Stay Centre for Immigrants located in Spain, in June 2022. The form included a culturally and linguistically validated version of the Health Literacy questionnaire (HLS-EU-Q16), a brief questionnaire of sociodemographic variables and 10 South African pictograms selected to assess the comprehension. According to the International Organization for Standardization, a pictogram must receive 66.70% correct answers to be acceptable. Mann-Whitney U or Kruskal-Wallis tests were used to assess differences between group variables. Statistical significance was set at P < 0.05. 55 sub-Saharan migrants who newly arrived in Europe voluntarily agreed to participate. None of the pictograms evaluated met the validity criterion. For the selected pictograms, the range of correct answers was between 52.50% and 20.00%. Neither sociodemographic variables nor Health Literacy level were significantly associated with pictogram comprehensibility. New culturally sensitive pictograms that are easily comprehended by sub-Saharan African population are needed. These results may serve as a starting point for future studies that aim to create and evaluate new pictograms or create new culturally adapted versions of existing pictograms involving the target population.
This work applies concepts from algorithmic probability to Boolean and quantum combinatorial logic circuits. The relations among the statistical, algorithmic, computational, and circuit complexities of states are reviewed. Thereafter, the probability of states in the circuit model of computation is defined. Classical and quantum gate sets are compared to select some characteristic sets. The reachability and expressibility in a space-time-bounded setting for these gate sets are enumerated and visualized. These results are studied in terms of computational resources, universality, and quantum behavior. The article suggests how applications like geometric quantum machine learning, novel quantum algorithm synthesis, and quantum artificial general intelligence can benefit by studying circuit probabilities.
This work contributed to the development of a core outcome set (COS) for heavy menstrual bleeding (HMB). The objective was to determine which research outcomes best reflect how HMB affects women's lives and to identify additional research outcomes, not previously reported. It was important to explore and record participants' reasoning for prioritising outcomes and use this information to reinforce the patients' voice during later phases of the COS development. Patient workshop discussions and telephone interviews. East London teaching hospital. Inclusion criteria were that participants must be over 18 years old, that either they or their partner had a history of HMB and that they had a good understanding of written and spoken English. 41 participants were recruited for the study. 8 women and 1 man completed the study. The eight female participants were representative of the different underlying causes and treatments for HMB. Participants ranged in age from their early 20s to their 60s and represented a range of ethnic groups. The five main themes that were identified as being important to patients were: 'restriction', 'relationships and isolation', 'emotions and self-perception', 'pain' and 'perceptions of treatment'. We identified eight coding nodes that did not correspond with our list of previously reported outcomes in studies of HMB. These nodes were consolidated and became five new outcomes for potential inclusion in the COS. HMB stops women living their lives as they would wish. It affects their relationships, education, careers, reproductive wishes, social life and mental health. This is a condition of girls and women in the prime of their lives, but for many, the constant threat of a heavy period starting means that they sacrifice that freedom. The societal and economic costs of women being incapacitated every month has an effect on everyone. The COS study is registered with the COMET (Core Outcome Measures in Effectiveness Trials) Initiative-project reference number 789.
This work describes a 10-week laboratory project studying wild-type and mutant bacterial alkaline phosphatase, in which students purify, quantitate, and perform kinetic assays on wild-type and selected mutants of the enzyme. Students also perform plasmid DNA purification, digestion, and gel analysis. In addition to simply learning important techniques, students acquire novel biochemical data in their kinetic analysis of mutant enzymes. The experiments are designed to build on students' work from week to week in a way that requires them to apply quantitative analysis and reasoning skills, reinforcing traditional textbook biochemical concepts. Students are assessed through lab reports focused on journal style writing, quantitative and conceptual question sheets, and traditional exams. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(6):555-564, 2016.
This work describes the implementation of online timed closed-book formative assessments across several modules of a first-year undergraduate veterinary program. This process does not require significant time investment since it can be implemented into existing programs of study. Students were surveyed on how they used these formative assessments for learning and overall, were overwhelmingly positive about the opportunity to practice and receive feedback on their performance. Quantitative statistics on preferences as well as qualitative thematic analysis of open free-text questions reveal clear preferences in how they choose to engage with the assessments for learning, as well as how they prefer assessments to be administered. Students were positive about the online nature of the exams and prefer formative assessments to be distributed across the teaching semesters without any time restrictions, allowing them to be completed as and when they choose. Immediate feedback in the form of model answers is the students' preference, although some value signposting to relevant resources for further research. Furthermore, students report that they want more questions and tests to complement their learning, and overwhelming rely on guided and structured activities for learning and revision which will need to be balanced with opportunities to develop critical thinking and independent learning skills when studying in a professional course, given students are not likely to default into such behavior. This work models a process many curriculum designers have, and continue to undergo in higher education as online, hybrid, and blended approaches to teaching have received renewed interest.
This work examines the influence of reference dependence, including value selection bias and congruence effects, on diagnostic reasoning. Across two studies, we explored how dependence on the initial problem structure influences the ability to solve simplified precursors to the more traditional Bayesian reasoning problems. Analyses evaluated accuracy and types of response errors as a function of congruence between the problem presentation and question of interest, amount of information, need for computation, and individual differences in numerical abilities. Across all problem variations, there was consistent and strong evidence of a value selection bias in that incorrect responses almost always conformed to values that were provided in the problem rather than other errors including those related to computation. The most consistent and unexpected error across all conditions in the first experiment was that people were often more likely to utilize the superordinate value (N) as part of their solution rather than the anticipated reference class values. This resulted in a weakened effect of congruence, with relatively low accuracy even in congruent conditions, and a dominant response error of the superordinate value. Experiment 2 confirmed that the introduction of a new sample drew attention away from the provided reference class, increasing reliance on the overall sample size. This superordinate preference error, along with the benefit of repeating the PPV reference class within the question, demonstrated the importance of reference dependence based on the salience of information within the response prompt. Throughout, higher numerical skills were generally associated with higher accuracy, whether calculations were required or not.
This work investigates the temporal statistical structure of time series of electric field (EF) intensity recorded with the aim of exploring the dynamical patterns associated with periods with different human activity in urban areas. The analyzed time series were obtained from a sensor of the EMF RATEL monitoring system installed in the campus area of the University of Novi Sad, Serbia. The sensor performs wideband cumulative EF intensity monitoring of all active commercial EF sources, thus including those linked to human utilization of wireless communication systems. Monitoring was performed continuously during the years 2019 and 2020, allowing us to investigate the effects on the patterns of EF intensity of varying conditions of human mobility, including regular teaching and exam activity within the campus, as well as limitations to mobility related to the COVID-19 pandemic. Time series analysis was performed using both simple statistics (mean and variance) and combining the information-theoretic measure of information storage (IS) with the method of surrogate data to quantify the regularity of EF dynamic patterns and detect the presence of nonlinear dynamics. Moreover, to assess the possible coexistence of dynamic behaviors across multiple temporal scales, IS analysis was performed over consecutive observation windows lasting one day, week, month, and year, respectively coarse grained at time scales of 6 min, 30 min, 2 h, and 1 day. Our results document that the EF intensity patterns of variability are modulated by the movement of people at daily, weekly, and monthly scales, and are blunted during periods of restricted mobility related to the COVID-19 pandemic. Mobility restrictions also affected significantly the regularity of the EF intensity time series, resulting in lower values of IS observed simultaneously with a loss of nonlinear dynamics. Thus, our analysis can be useful to investigate changes in the global patterns of human mobility both during pandemics or other types of events, and from this perspective may serve to implement strategies for safety assessment and for optimizing the design of networks of EF sensors.
This work investigates whether reference in speech to certain quantities, namely 1, 2, and 3, is privileged linguistically due to our brain's native quantitative capacities. It is suggested that these small quantities are not privileged in specific ways suggested in the literature. The case that morphology privileges these quantities, apart from 1, is difficult to maintain in light of the cross-linguistic data surveyed. The grammatical expression of 2 is explained without appealing to innate quantitative reasoning and the grammatical expression of 3 is not truly characteristic of speech once language relatedness is considered. The case that 1, 2, and 3 are each privileged lexically is also difficult to maintain in the face of the global linguistic data. While native neurobiological architecture biases humans towards recognizing small quantities in precise ways, these biases do not yield clear patterns in numerical language worldwide.
This work presents a new frame-by-frame video analysis method called Child-Caregiver Communication Assessment through Rebesco's Evaluation (CC-CARE), developed in the context of pediatric hearing loss as a rehabilitation tool for assessing children's early communication skills. CC-CARE stems from the commonly used Tait video analysis and extends it by including a new set of parameters aimed at disentangling between hearing-dependent and hearing-independent aspects of communication. In this paper, we collected video samples of child-caregiver interactions in a group of 65 normal-hearing children and a group of 165 hearing-impaired children. For each group, we present the CC-CARE method and describe the parameters, their score distributions, correlations and we estimate the adherence of the CC-CARE scores with children's developmental trajectory. Moreover, we compare the results of CC-CARE scores between the two groups having had different development of the auditory system. Finally, a fully-data driven approach was employed to assess the consistency of the communicative efficacy index (CEI), a score aiming to capture a global result of the CC-CARE procedure. Correlations among parameter scores were found in each within-group analysis, revealing CC-CARE's internal consistency in measuring associated but nonoverlapping communication dimensions. For both groups, CC-CARE scores were associated with participants' age. Differences between scores emerged for a between-group analysis, indicating CC-CARE sensitivity to extract communication differences as a function of the hearing status. For both groups, the data analysis revealed that the CEI captures large variance portions across all parameter scores of the CC-CARE method. Results provide the first evidence that the CC-CARE video analysis method could be a reliable tool capable of highlighting the cascading effects of hearing impairment on children's preverbal communicative efficacy. The CC-CARE method aims to support early rehabilitation of hearing loss by describing a child's communicative efficacy.
This work presents a proposed extension to the International Union of Pure and Applied Chemistry (IUPAC) International Chemical Identifier (InChI) standard that allows the representation of isotopically-resolved chemical entities at varying levels of ambiguity in isotope location. This extension includes an improved interpretation of the current isotopic layer within the InChI standard and a new isotopologue layer specification for representing chemical intensities with ambiguous isotope localization. Both improvements support the unique isotopically-resolved chemical identification of features detected and measured in analytical instrumentation, specifically nuclear magnetic resonance and mass spectrometry. SCIENTIFIC CONTRIBUTION: This new extension to the InChI standard would enable improved annotation of analytical datasets characterizing chemical entities, supporting the FAIR (Findable, Accessible, Interoperable, and Reusable) guiding principles of data stewardship for chemical datasets, ultimately promoting Open Science in chemistry.
This work proposes a new structure-activity relationship (SAR) approach to mine molecular fragments that act as structural alerts for biological activity. The entire process is designed to fit with human reasoning, not only to make the predictions more reliable but also to permit clear control by the user in order to meet customized requirements. This approach has been tested on the mutagenicity endpoint, showing marked prediction skills and, more interestingly, bringing to the surface much of the knowledge already collected in the literature as well as new evidence.
Thoracic Aortic Aneurysm (TAA) poses significant health risks due to aortic dilation. Recent evidence suggests a pivotal role for the immune-inflammatory response in the mechanism of aortic aneurysm formation. In this study, we aim to investigate the causal relationship between circulating immune cells and TAA. This study employs a two-sample Mendelian Randomization (MR) approach, utilizing genome-wide association study (GWAS) summary statistics for 731 immune cell types and two TAA data from large-scale studies. Causal effects of both peripheral immune cells on TAA and TAA on peripheral immune cells are explored. To ensure more accurate results, we intersected the findings from two TAA data from large-scale studies, excluding results where the direction of the odds ratio (OR) was inconsistent. The study identifies specific immune cells associated with TAA. Notably, CD45+ NKT cell (OR: 0.95, 95CI%: 0.90-0.99 in FinnGen study; OR: 0.91, 95CI%: 0.84-0.99 in CHIP + MGI study) and CD45+ HLA-DR + CD8+ T cells (OR: 0.95, 95CI%: 0.90-0.99 in FinnGen study; OR: 0.90, 95CI%: 0.82-0.99 in CHIP + MGI study) demonstrate a protective role against TAA. In addition, CD28+ CD45RA- CD8+ T cells (relative cell counts and absolute cell counts) and HVEM + CM + CD8+ T cells are adversely affected by TAA. The findings indicate that the potential protective influence exerted by specific subsets of peripheral NKT cells and CD8+ T cells in mitigating the development of TAA, while simultaneously highlighting the reciprocal effects of TAA on peripheral Treg cells subsets and T cell subsets. The complex interaction between immune cells and TAA could provide valuable clues for earlier detection and more efficacious treatment strategies for TAA.
Though low literacy asthma education is effective at reducing emergency department (ED) use, few interventions are administered in the ED. The aim was to increase the number of parents of children with asthma receiving education in the ED to 50% receiving written and 30% receiving video education over 12 months. Using quality improvement methods, the team planned interventions including improvement of nursing workflow and availability of written and video education. Nurse champions performed peer-to-peer education regarding educational materials and health literacy-focused communication. An asthma education order opening the nursing flowsheet, which linked to written and video materials and documentation was created. The order was placed in highly used ED asthma order sets. The percent of parents receiving written or video education was followed on statistical process control charts. Balancing measures included: ED length of stay, discharge length, 30 day ED return visits, and 365 day return visits with hospitalization. The mean number of parents receiving written education at baseline was 28% and improved to 52%. Special cause variation was noted after order roll-out. Video education increased from a baseline of 0% of parents receiving to 32% with special cause variation after order roll-out. No special cause was noted in balancing measures. Revisits with hospitalization within 365 days showed a decreasing trend after order roll-out. Implementation of workflow improvement, education, and the addition of a functional education order in an existing order set led to a meaningful improvement in distribution of a low literacy asthma education intervention.
Though technological capabilities to provide high-quality, flexible interprofessional education (IPE) have continued to grow, this remains a largely undeveloped area in the clinical learning environment (CLE). To address this gap, the University of Minnesota launched the Collaboration in Action: Learner-Driven Curriculum (CIA-LDC) as an IPE model designed for sustainability in a post-pandemic world. Over the course of two academic years, the CIA-LDC framework evolved and expanded through an iterative, data-informed approach incorporating student feedback, academic programme co-creation, evolving literature, and lessons learned. Modifications to individual activities and the overall model are presented, as well as key lessons learned. The majority of CIA-LDC evaluation responses across 2 years agreed that the amount of time spent was reasonable, participation placed little to no burden on their preceptor or site, the experience supported target interprofessional competency development, and that IPE should be provided in the CLE. The CIA-LDC holds promise as a successful, quality model for IPE in the CLE, available to learners from any profession in any geographic location in any practice setting. Outcomes demonstrate a pedagogical design with buy-in and feasibility in a post-pandemic world, with tremendous potential for advanced educational research to prepare the next generation as a collaborative practice-ready workforce.