Yoxas/statistical_literacy huggingface dataset:
In 2018, the United States Department of Agriculture (USDA) issued flexibilities to the National School Lunch and Breakfast Programs, relaxing the nutrition standards for milk, whole grains, and sodium. This study examines the implementation decision-making among Missouri school food services and the impact of implementing these flexibilities on the meals served. We developed a survey using the Consolidated Framework of Implementation to determine schools' implementation of the flexibilities and factors related to implementation. To determine how the implementation of flexibilities affected participation, we merged the survey results with school-level meal county data from the Missouri Department of Elementary and Secondary Education. We used ordinary least squares regression to examine how flexibility adoption related to the number of meals served. Most schools implemented the wheat, milk, and sodium flexibilities. Common reasons for implementation were increasing participation, meeting students' preferences, expanding menu variety, and saving money. The implementation of flexibilities was associated with more lunches and breakfasts being served per month, particularly among free and reduced-price meals. Continued research is needed to determine how the increased uptake of school meals that do not fully meet dietary guidelines by low-income students results in inequities in health outcomes. The findings can inform the design and implementation of future policies, especially as new rules related to flexibility design are determined.
In 2019, the Digital Healthcare Act created the legal basis for prescribable mobile health applications, referred to as DiGA (in German: Digitale Gesundheitsanwendungen), as a novel healthcare delivery option in Germany [1, 2]. The aim of this study is to analyze the use of DiGA in primary care, focusing on the influence of socio-demographic characteristics of family doctors (FDs) and patient-related factors. Pen-and-paper survey among 97 FDs in the district of Giessen, Hesse, Germany. 59.4% of surveyed FDs have already prescribed DiGA. The age and digital affinity of FDs as well as the location of their practice are significantly correlated with the level of information and willingness to use DiGA. Male und younger FDs rate their digital affinity higher. When deciding whether to prescribe DiGA, 72.9% of surveyed physicians take patient-related factors such as digital affinity, motivation, age and health literacy into consideration. Socio-demographic characteristics of FDs and patient-related factors have an influence on the use of DiGA.
In 2019, the World Health Assembly declared emergency care essential to achieve the 2030 Sustainable Development Goals. Few sub-Saharan African (SSA) countries have developed robust approaches to sustainably deliver emergency medical services (EMS) at scale, as high-income country models are financially impractical. Innovative reassessment of EMS delivery in resource-limited settings is necessary as timely emergency care access can substantially reduce mortality. We developed the Lay First Responder (LFR) program by training 1,291 pre-existing motorcycle taxi drivers, a predominant form of short-distance transport in sub-Saharan Africa, to provide trauma care and transport for road traffic injuries. Three pilot programs were launched in staggered fashion between 2016 and 2019 in West, Central, and East Africa and a 5.5 h curriculum was iteratively developed to train first responders. Longitudinal data on patient impact (patient demographics, injury characteristics, and treatment rendered), emergency care knowledge acquisition/retention, and social/financial effects of LFR training were collected and pooled across three sites for collective analysis. Novel cost-effectiveness ratios were calculated based on prospective cost data from each site. Previously projected aggregate disability-adjusted life years (DALYs) addressable by LFRs were used to inform cost-effectiveness ratios($USD cost per DALY averted). Cost-effectiveness ratios were then compared against African per capita gross domestic product (GDP), following WHOCHOICE guidelines, which state ratios less than GDP per capita are "very cost-effective." In 2,171 total patient encounters across all three pilot sites, LFRs most frequently provided hemorrhage control in 61 % of patient encounters and patient transport by motorcycle in 98.5 %. Median pre-/post-test scores improved by 34.1 percentage points (39.5% vs.73.6 %, p < 0.0001) with significant knowledge retention at six months. 75 % of initial participants remain voluntarily involved 3 years post-course, reporting increased local stature and customer acquisition(income 32.0 % greater than non-trained counterparts). Locally sourced first-aid materials cost $6.54USD/participant. Cost-effectiveness analysis demonstrated cost per DALY averted=$51.65USD. LFR training is highly cost-effective according to WHOCHOICE guidelines and expands emergency care access. The LFR program may be an alternative approach to formal ambulance-reliant EMS that are cost-prohibitive in resource-limited, sub-Saharan African settings. A novel social/financial mechanism appears to incentivize long-term voluntary LFR involvement, which may sustain programs in resource-limited settings.
In 2019, two standardised holographic patients viewed through a mixed-reality (MR) HoloLens headset were used in a structured learning activity to develop clinical reasoning skills among second-year nursing students (N=99, 94%). Quantitative results indicated that all students felt that being able to closely view holographic patients enhanced their learning experience. Qualitative results showed that the best feature of the MR technology was being able to clinically assess the patient in a safe facilitated environment. Further analysis revealed that students were at the 'beginning' or 'developing' skill level of the vpLCJR. These findings confirm that using standardized holographic patients offers a dynamic and effective experience for students and helps students to develop clinical reasoning and judgement skills. The technology also allows educators to determine a student's development of clinical judgement skills and tailor learning experiences to further develop these skills.
In 2020, during the early days of the COVID-19 pandemic, the British Journal of Psychiatry (BJPsych) established a series of free online teaching sessions called BJPsych Journal Clubs. Their educational purpose is two-fold: (a) to provide junior psychiatrists with a friendly but large-scale platform to evaluate and critically appraise recent articles published in the BJPsych and (b) to present new research findings in an open and accessible manner. In this paper, we discuss our framework, the challenges we encountered, how the original model is evolving based on feedback from trainees, and tips for success when delivering international online journal clubs.
In 2020, school closures during the COVID-19 pandemic forced students all over the world to promptly alter their learning routines from in-person to distance learning. However, so far, only a limited number of studies from a few countries investigated whether school closures affected students' performance within intelligent tutoring system-such as intelligent tutoring systems. In this study, we investigated the effect of school closures in Austria by evaluating data (n = 168 students) derived from an intelligent tutoring system for learning mathematics, which students used before and during the first period of school closures. We found that students' performance increased in mathematics in the intelligent tutoring system during the period of school closures compared to the same period in previous years. Our results indicate that intelligent tutoring systems were a valuable tool for continuing education and maintaining student learning during school closures in Austria.
In 2020, the combination of police killings of unarmed Black people, including George Floyd, Breonna Taylor, and Ahmaud Arbery, and the Coronavirus Disease 2019 (COVID-19) pandemic brought about public outrage over long-standing inequalities in society. The events of 2020 ignited global attention to systemic racism and racial inequalities, including the lack of diversity, equity, and inclusion in the academy and especially in science, technology, engineering, mathematics, and medicine (STEMM) fields. Racial and ethnic diversity in graduate programs in particular warrants special attention as graduate students of color report experiencing alarming rates of racism, discrimination, microaggressions, and other exclusionary behaviors. As part of the Graduate Dean's Advisory Council on Diversity (GDACD) at the University of California Merced, the authors of this manuscript held a year-long discussion on these issues and ways to take meaningful action to address these persistent issues of injustices. We have outlined 10 rules to help graduate programs develop antiracist practices to promote racial and ethnic justice, equity, diversity, and inclusion (JEDI) in the academy. We focus on efforts to address systemic causes of the underrepresentation and attrition of students from minoritized communities. The 10 rules are developed to allow graduate groups to formulate and implement rules and policies to address root causes of underrepresentation of minoritized students in graduate education.
In 2020, the Medical Radiation Practice Board of Australia made several revisions to its professional capabilities. To address this, medical radiation practitioners, including diagnostic radiographers, are required to escalate urgent findings in all radiographic settings. However, the confidence of radiographers in articulating descriptions of radiographic findings varies despite this requirement. This cross-sectional study explores how the implementation of eportfolio affects student self-perceived confidence in identifying and describing radiographic findings in both an academic and a clinical setting. A Qualtrics survey was distributed to second-year radiography students who had used eportfolios. The survey comprised of four questions using a Likert-scale and one open-ended question. Quantitative data were analysed using the Wilcoxon signed-rank test and qualitative data was thematically assessed. Overall, 55 of 65 radiographic students (85%) completed the survey. Confidence (strongly agree and agree) decreased from 89% to 74% between academic and clinical environments when identifying abnormalities, and 89% to 73% when describing findings. This finding highlights the challenges students face when in the clinical environment. Wilcoxon signed rank test analysed a statistically significant relation between the two environments (P < 0.05). However, the relationship between identifying and describing skills was not statistically significant (P > 0.05). Following a review of the qualitative data, three recurring themes were identified among responses. ePortfolios assist in improving confidence in identification and description of radiographic abnormalities, particularly in an academic setting. The clinical environment presents unique challenges which may limit student clinical performance; however, this requires further investigation.
In 2021, the American Association of Colleges of Nursing (AACN) added "the impact of climate change on environmental and population health" into The Essentials: Core Competencies for Professional Nursing Education. Presently, little guidance exists for nursing faculty new to climate education. The year prior, the Nurses Climate Challenge (NCC)-a campaign to educate 50,000 health professionals about health impacts of climate change-launched the School of Nursing Commitment through a series of focus groups and collaborative content development. With an aim of increasing access to knowledge and tools to support education about the health impacts of climate change, the NCC Commitment partners with nursing schools and provides a community of practice. Partner schools use NCC resources in courses and report the number of students educated. Within three years, 61 nursing schools in 30 states joined the Commitment. Participants included academic health centers, research institutions, multi-state schools, and small private colleges, and programs ranged from AD to PhD. Faculty (1) integrated resources into didactic and clinical settings, such as population or organ-system content, leadership, and policy; and (2) used resources to support assignments. In four years, faculty reported educating over 37,700 students, using NCC resources in 439 educational sessions. The Commitment may be valuable for faculty fulfilling AACN Essentials by bringing climate change to the classroom, community, and bedside. Furthermore, the Commitment may be a replicable model for health professional education and inspiring action on climate change.
In 2021, the Association of American Medical Colleges published Telehealth Competencies Across the Learning Continuum, a roadmap for designing telemedicine curricula and evaluating learners. While this document advances educators' shared understanding of telemedicine's core content and performance expectations, it does not include turn-key-ready evaluation instruments. At the University of Oklahoma School of Community Medicine, we developed a year-long telemedicine curriculum for third-year medical and second-year physician assistant students. We used the AAMC framework to create program objectives and instructional simulations. We designed and piloted an assessment rubric for eight AAMC competencies to accompany the simulations. In this monograph, we describe the rubric development, scores for students participating in simulations, and results comparing inter-rater reliability between faculty and standardized patient evaluators. Our preliminary work suggests that our rubric provides a practical method for evaluating learners by faculty during telemedicine simulations. We also identified opportunities for additional reliability and validity testing.
In 2021, the Southeastern Pharmacy Experiential Education Consortium implemented Entrustable Professional Activities (EPAs) into the community introductory pharmacy practice experience (IPPE) curriculum at five colleges/schools of pharmacy. The objective of this study was to evaluate community IPPE preceptors' perceptions regarding the newly implemented EPA-based community IPPE curriculum and corresponding preceptor training. Community IPPE preceptors who precepted first-year student pharmacists in the EPA-based curriculum during the 2021 and 2022 community IPPE cycles were invited to complete a voluntary electronic survey. The survey collected preceptor feedback regarding the required EPA tasks, assessment tool, and preceptor development module. Eighty-eight preceptors began the survey, and approximately half completed the entire survey. Greater than 92% of preceptors surveyed agreed or strongly agreed EPA domain tasks were developed at an appropriate level for a student to complete by the end of the community IPPE, and ≥ 94% agreed or strongly agreed tasks prepared a community IPPE student for the community advanced pharmacy practice experience (APPE). Overall, most preceptors agreed or strongly agreed that the assessment tool was easy to navigate and effective at evaluating students' performance. All preceptors who viewed the recorded preceptor development module found it helpful to their understanding of the new assessment tool. Preceptors' feedback supports the use of an EPA-based community IPPE curriculum to assess student performance and prepare students for community APPEs. Preceptor involvement is valuable in the evaluation of a revised experiential curricula to assure IPPE expectations are appropriate and align with contemporary pharmacy practice.
In 2021, the Substance Abuse and Mental Health Services Administration (SAMHSA) published a report revealing that over 46 million individuals in the United States had a substance use disorder (SUD). In the same year, a record number of drug-related overdose deaths were reported. Social workers play an important role in connecting with people who use substances and providing adequate care and treatment; yet, negative attitudes and lack of holistic knowledge about individuals who use substances create challenges in providing effective care. Social work curricula that integrates substance use content has been identified as one way to address this. A 14-week course was introduced in one institution's Master of Social Work curriculum with the goal of providing students with a comprehensive education on SUDs. Foundational knowledge and practical skill development were covered. Seventeen trained instructors taught a total of 1204 students between May 2020 and January 2022. Quantitative and qualitative data were collected to explore changes in student's self-perceived knowledge, attitudes, and skills related to substance use. Among those who completed the survey (N = 553), the majority felt that the course would have a positive impact on their future work and professional development. Specifically, 96.4% reported being satisfied or very satisfied with the course overall. Among those who completed a 30-day follow-up survey (n = 69), data revealed an increase in students' self-perceived knowledge, accompanied by a shift in attitudes and positive changes in self-perceived client-centered care skills. Findings from this article support the development, implementation, and evaluation of evidence-based substance use content within social work curricula. This has implications for improving knowledge, attitudes, and skills among social workers who work with people who use substances.
In 2024, the Methodology Corner will briefly look at how we might foster enduring commitments from nurse education researchers to remain up-to-date on their statistical expertise and to use optimal statistical methods. The first column of the year specifically looks at how graduate programs might enrich their statistics curriculum in a manner that could foster an increasingly valid science of nursing education. [J Nurs Educ. 2024;63(3):197-198. ].
In 2024, the World Health Organization (WHO) is scheduled to publish the WHO Reporting System for Soft Tissue Cytopathology (WHORSSTC). This system establishes categories with well-defined definitions, criteria, and estimated risks of malignancy (ROMs) for soft tissue tumors. The estimates of ROM are based on a relatively small number of published studies. Interobserver reproducibility is not addressed in the reporting system even though reproducibility of a reporting system is highly important. A manual search of one authors personal consultation files and teaching set (L.J.L.) was conducted for all cytologic specimens of soft tissue tumors accessioned between January 1, 1985 and December 31, 2022. Only cases with documented surgical pathology follow-up were included in the study. Slides from each case were evaluated independently by three cytopathologists with each case assigned to one of the WHORSSTC categories. A ROM for each of the WHORSSTC categories was calculated. Interobserver agreement was evaluated by the kappa and weighted kappa statistics. Risk for malignancy by category were: Category 1: 0%, Category 2: 28%, Category 3: 57%, Category 4: 47%, Category 5: 63%, and Category 6: 88%. Kappa statistics for agreement between raters varied from 0.2183 to 0.3465 and weighted kappa varied from 0.3778 to 0.5217. The WHORSSTC showed a progression of malignancy risk from the category "benign" (28%) to the category "malignant" (88%). Interobserver agreement was only fair.
In a bid to improve entrepreneurial outcomes of graduates from Nigerian universities, the Nigerian government has launched a range of interventions, including a 2004 national policy mandating compulsory inclusion of entrepreneurship education in the curriculum, and support for the establishment and implementation of entrepreneurship development activities by university departments. However, not much is known about the operational nuances, challenges and impact cases that characterise the implementation of this national policy in such a vast, culturally diverse country as Nigeria. To address this lacuna, this study draws on qualitative data from five focus groups, crystalised with quantitative data from 151 students across four Nigerian Universities, to explicate the current trends, successes, and challenges of entrepreneurship development and innovation support in Nigerian universities. The paper offers recommendations on how the current policy on entrepreneurship education in Nigeria can be enhanced to improve student entrepreneurial aspirations and outcomes. It also signposts innovative pedagogic activities which could be deployed to achieve this.
In a comment, hitherto unremarked upon, Alfred Binet, well known for constructing the first intelligence scale, claimed that his scale did not measure intelligence, but only enabled classification with respect to a hierarchy of intellectual qualities. Attempting to understand the reasoning behind this comment leads to an historical excursion, beginning with the ancient mathematician, Euclid and ending with the modern French philosopher, Henri Bergson. As Euclid explained (Heath, 1908), magnitudes constituting a given quantitative attribute are all of the same kind (i.e., homogeneous), but his criterion covered only extensive magnitudes. Duns Scotus (Cross, 1998) included intensive magnitudes by considering differences, which raised the possibility (later considered by Sutherland, 2004) of ordered attributes with heterogeneous differences between degrees ("heterogeneous orders"). Of necessity, such attributes are non-measurable. Subsequently, this became a basis for the "quantity objection" to psychological measurement, as developed first by Tannery (1875a,b) and then by Bergson (1889). It follows that for attributes investigated in science, there are three structural possibilities: (1) classificatory attributes (with heterogeneous differences between categories); (2) heterogeneous orders (with heterogeneous differences between degrees); and (3) quantitative attributes (with thoroughly homogeneous differences between magnitudes). Measurement is possible only with attributes of kind (3) and, as far as we know, psychological attributes are exclusively of kinds (1) or (2). However, contrary to the known facts, psychometricians, for their own special reasons insist that test scores provide measurements.