Yoxas/statistical_literacy huggingface dataset:
Research has shown that physical activity (PA) is important for health throughout the lifespan. Therefore, it is important that children develop the individual prerequisites that enable participation in PA throughout life. The theoretical concept physical literacy (PL) and the research field of PL has described such personal competences and traits. However, to promote PL among children and lifelong PA, there is a demand for more high-quality interventions to be developed and tested. When targeting children, schools are an important setting. Despite the possibility of promoting PL during PE lessons, few well-tested interventions have been developed. In this study, we therefore aim to context adapt and feasibility test an already existing and promising PL intervention to a Danish school context. The ADAPT and MRC guidelines were followed to adapt the Promoting Pupils Physical Literacy (3PL) intervention. Through workshops with stakeholders, the intervention was adapted to fit Danish 4th and 5th graders. Four Danish schools were recruited in a wait list design. The feasibility and acceptability of both the intervention and the effect study design will be investigated. To investigate the intervention, weekly questionnaires, observations, and interviews will be conducted during the intervention period. The feasibility of the effect study design will be investigated by collecting baseline and endline data on pupils' PL and daily PA as well as parents' socioeconomic status. Expected outcomes include a TIDieR checklist, a revised, feasible, and acceptable intervention, and an effect study design protocol. This will contribute to important steps in the direction of making PL interventions more accessible for practice. Valid testing of intervention effectiveness enables stakeholders to make informed decisions grounded in evidence. This will strengthen the possibilities of a successful outcome and for a PL intervention that is more accessible for practice, which is important for scale up.
Research has shown the role of identity on future health professionals' confidence and competence in addressing the sexual and reproductive health (SRH) needs of their patients. While there has been some work in increasing the sexual health literacy of future providers via various curricular approaches and comprehensive clinical-based training, there are research gaps on how social differences around identity impact future healthcare professionals' knowledge and practices around SRH. This article presents research findings on the experiences of US undergraduate students attending a campus that provides training in the health sciences and health professions. Our study aims to understand the perspectives of these students as they pertain to their future career choices in healthcare, with a focus on how their past experiences learning about sex, sexuality, and reproduction impact their current and future professional trajectories. We present a qualitative analysis from 40 in-depth interviews with U.S. undergraduates. The interview questions were designed in collaboration with undergraduate researchers interested in sexual health education. These student researchers collected all the interview data and worked with senior researchers to analyze some of these data. The themes that emerged from the interviews were around experiences with what students perceived as "fractured" sexual and reproductive health (SRH) knowledge they received as children and adolescents. This knowledge shaped essential aspects of their identity as young adults and future healers. Data indicated unique processes implicated in how past as well as present socialization experiences learning about sex, sexuality, and reproduction positions undergraduates in health professions to see young adulthood as a journey of "catching up" on sexual knowledge but also as an ongoing experience of anticipation and planning influencing their career-building journey. The importance of sexual health literacy among healthcare professionals cannot be overstated, as it is vital in providing patient-centered and non-judgmental sexual and reproductive health (SRH) care and services. To date, there is a shortage of studies looking at the impact of sexual health knowledge on healthcare professionals. More research is needed on educational strategies that could be implemented at the intra-personal level to assist college-aged young adults in healthcare career tracks to "catch up" or "fill in the gaps" in their sexual education journey.
Research has shown there is a gap between academia and practice. Nursing stakeholders support the use of the clinical judgment model in developing competency for practice. This study analyzed the effectiveness of simulation-based education on the development of clinical judgment and explored new graduate nurses' perceptions of their preparation for practice. A longitudinal, explanatory, mixed-methods design with survey points at onset and end of the intervention and interviews 6 months postgraduation. The Simulation Effectiveness Tool-Modified (SET-M) was utilized for the pre- and posttest surveys. Two-tailed Mann-Whitney 2-sample rank sum tests were conducted and analyzed for all items on the SET-M. Significant differences were seen in pre- and posttest responses for 12 of the 19 SET-M survey items. The findings of this study support the deliberate alignment of didactic and practical teaching strategies to strengthen practice performance and bridge the gap.
Research identifies sexual regret as the most common source of regret in the USA; however, few studies have explored this phenomenon. This study utilised a mixed-methods approach to explore sexual regret in a sample of 189 US college students. Quantitative analyses assessing who is most likely to experience sexual regret revealed no significant differences in experiences of sexual regret based on most demographics; however, individuals involved in fraternity and sorority life and/or college athletics were significantly more likely to report experiences of sexual regret. Additionally, students who reported experiences of sexual victimisation were more likely to report experiences of sexual regret. Qualitative analyses attempting to determine students' reasoning for experiencing sexual regret revealed five distinct content areas: 1) altered judgement, 2) motivations, 3) partner characteristics, 4) social judgement, and 5) unsatisfying or unpleasant sexual experiences. Results from both quantitative and qualitative analyses demonstrate significant overlap between experiences of sexual regret and sexual victimisation, highlighting the importance of future research and programming regarding sexual regret to increase understanding of the complex relationships between sexual consent and sexual behaviour.
Research in health disparities and how they affect underserved populations continues to grow and expand. However, the experiences of Arab/Middle Eastern and North African (MENA) Americans often go unnoticed, and yet, preliminary data suggests there are significant disparities between this population and other groups. The purpose of this scoping review is to examine and synthesize the extent of available literature on health disparities and outcomes for this group. A scoping review was conducted to investigate the current state of research on health disparities and outcomes among Arab/MENA individuals within the USA. The PRISMA protocol for scoping reviews was utilized. Through the use of PubMed and PsychInfo databases, the search identified 43 articles that were eligible for inclusion in the final review. Five themes emerged: prevalence and health outcomes, factors impacting health, comparison studies, barriers, and health literacy and beliefs. Extant data was equivocal, suggesting the need for further research. Research on Arab/MENA health disparities and outcomes is in the detection phase, indicating that more research is needed to elucidate the state of Arab/MENA health in the USA. These findings can help healthcare professionals and researchers understand the emerging literature on health disparities within the Arab/MENA community and inform further research and clinical practice within this population.
Research in Health Risk Assessment is increasingly covering a preeminent role in health care studies. However, risk assessment faces the issue of properly measuring risk exposure. The aim of the study has been to tackle some methodological issues regarding the risk assessment analysis in the health field, giving more emphasis to a philosophical and epistemological approach in order to show the difficulties in adopting suitable exposure assessment techniques. Here, we present a methodological review and a critical discussion of foreign body injuries articles in child population as a case study. A Medline, Econlite and CIS bibliographic search was conducted considering the term "foreign bodies" only in "children" and "risk". Only English papers are considered. Further research on CDC, CPSC, DGSANCO databases has been performed. Different approaches in risk assessment are reviewed using four case-study papers with the purpose of pointing out their limitations. Ten papers are retrieved though literature review reporting risk estimate of foreign bodies injuries in children. Considering that different variables affecting the risk of choking injuries, like intrinsic characteristic of a product or the intensity levels at which children are exposed, and then it seems very difficult to correctly evaluate risk of injuries. For this reason, we have argued for an epistemological and holistic approach toward risk assessment.
Research in psychology and education indicates that corrective feedback can be a powerful learning tool. We provide a developmental perspective to focus specifically on how corrective feedback influences learning in childhood (~ages 3-11). Based on a systematic search, we review 44 empirical papers published between 1990 and 2022 examining the effects of corrective feedback on children's performance in the domains of literacy (n=18), mathematics (n=14), and problem solving (n=12). Across these domains, we synthesize research on how children respond to lessons and practice with, versus without, corrective feedback to provide theoretical and practical insights into (1) the effectiveness of corrective feedback in early childhood, (2) the features of effective feedback messages at different ages, and (3) the role of individual learner differences. We make several novel recommendations with some focused on future research questions and others focused on ways teachers can provide effective feedback to children.
Research in universities requires systematic and participatory processes that integrate teachers, contents, strategies and tools, and students and their own interests. Therefore, the main objective of this study was to establish the relationship between the perception of the teaching-learning process (TLP) and the attitude toward scientific research among midwifery students. Descriptive cross-sectional study, conducted on 250 students from second to fourth year of study selected by convenience sampling. The data were collected with two self-administered Likert-type scales that were validated in content and construct, both with high reliability. Descriptive statistics were carried out; the Spearman correlation test was used prior to the application of the Kolmogorov-Smirnov test and Kendall's tau-b test. The favorable perception of the TLP was greater among second-year students (42.6%), in addition, 15.2% agreed that the advice of teachers contributes to the elaboration of the research protocol. The attitude of indifference toward research was more frequent in third-year students (58.2%) and 28.4% were deemed in disagreement to be able to identify and operationalize the variables. In the analysis of dimensions, the role of the student had a moderate relationship with the research design (rho = 0.536; P < 0.001), while a weak relationship was demonstrated between media and techniques with ethical and scientific value (rho = 0.104; P < 0.001). The TLP perceived by midwifery students and their attitudes toward scientific research had a direct and significant correlation. The proportion of students with favorable perception was greater among those with a favorable attitude.
Research in various areas indicates that expert judgment can be highly inconsistent. However, expert judgment is indispensable in many contexts. In medical education, experts often function as examiners in rater-based assessments. Here, disagreement between examiners can have far-reaching consequences. The literature suggests that inconsistencies in ratings depend on the level of performance a to-be-evaluated candidate shows. This possibility has not been addressed deliberately and with appropriate statistical methods. By adopting the theoretical lens of ecological rationality, we evaluate if easily implementable strategies can enhance decision making in real-world assessment contexts. We address two objectives. First, we investigate the dependence of rater-consistency on performance levels. We recorded videos of mock-exams and had examiners (N=10) evaluate four students' performances and compare inconsistencies in performance ratings between examiner-pairs using a bootstrapping procedure. Our second objective is to provide an approach that aids decision making by implementing simple heuristics. We found that discrepancies were largely a function of the level of performance the candidates showed. Lower performances were rated more inconsistently than excellent performances. Furthermore, our analyses indicated that the use of simple heuristics might improve decisions in examiner pairs. Inconsistencies in performance judgments continue to be a matter of concern, and we provide empirical evidence for them to be related to candidate performance. We discuss implications for research and the advantages of adopting the perspective of ecological rationality. We point to directions both for further research and for development of assessment practices.
Research indicates that the effectiveness of coronavirus disease 2019 (COVID-19) physical distancing mandates is influenced by several individual factors, including health literacy; internal health locus of control (IHLOC), the belief that physical distancing can reduce COVID-19 risk; social norms; self-efficacy; and perceptions of the benefits and barriers associated with distancing. However, further investigation is needed to understand the links between these factors and compliance intentions. This study investigates the mechanism linking these factors with the intentions to comply with physical distancing mandates. A total of 759 participants (Mean age = 29.13, standard deviation [SD] = 8.33; 68.5% women) were surveyed online from September 2020 to October 2020. Data were analyzed using ANOVA (analysis of variance) and structural equation modeling. Health literacy was associated with more perceived benefits (β = .175, p = .001), greater self-efficacy (β = .193, p < .001), and less perceived barriers (β = -.391, p < .001). IHLOC was significantly associated with greater perceived benefits (β = .156, p = .007) and self-efficacy (β = .294, p < .001). Family descriptive norms were significantly associated with fewer perceived barriers (β = -.276, p < .001), while injunctive norms were associated with more perceived benefits (β = .202, p = .001) and higher self-efficacy (β = .299, p < .001). Intentions to adhere to physical distancing mandates were significantly associated with past compliance (β = .427, p < .001) and perceived barriers (β = -.205, p < .001) and benefits (β = .295, p < .001). Post-hoc mediation analyses revealed several small yet significant indirect effects, highlighting the complex pathways shaping adherence intentions. This study identifies how health literacy, IHLOC, social norms, perceived benefits and barriers, and self-efficacy intricately shape intentions to comply with physical distancing mandates. These findings offer valuable implications for public health policy and interventions. [HLRP: Health Literacy Research and Practice. 2024;8(2):e69-e78. ].
Research into dogs' olfactory ability is growing rapidly. However, generalising based on scientific results is challenging, because research has been typically conducted on a few specially trained subjects of a few breeds tested in different environmental conditions. We investigated the effects of temperature and humidity (outdoors), age, test location, sex, neutering status, and repeated testing (outdoors and indoors) on the olfactory performance of untrained family dogs (N = 411) of various breeds. We employed the Natural Detection Task with three difficulty levels, from which we derived two performance metrics: Top Level and Success Score. Temperature (0-25 °C) and humidity (18-90%) did not affect olfactory performance. Young adult dogs surpassed other age groups in reaching the Top Level. Sex and neutering status showed no discernible influence on Top Level and Success Score. Dogs performed better in both metrics when tested indoors compared to outdoors. In the test-retest procedure no significant learning effect was observed. We confirmed on untrained companion dogs that olfactory performance declines with age and rejected some factors that have been previously hypothesised to significantly affect dogs' olfactory success. The influence of the testing environment was notable, emphasising the need to consider various factors in understanding dogs' olfactory capabilities.
Research is an important element in the improvement of the quality of health services provided to the public. It is documented that globally; medical students apply research in their school life. In Hadhramaut University, medical students work on research in groups, and it is an important part of the curriculum. There is a formal assessment of the student's research, but there is still a gap regarding individual viewpoints and challenges faced. This study aimed to assess perception, attitude, and practice toward research among medical students at Hadhramout University. This is a cross-sectional descriptive study which was conducted among medical students. This study was undertaken in Hadhramout University in Al-Mukalla district, Yemen, during the academic year 2016-2017. A self-administered pilot-tested questionnaire was used for data collection to assess perception, attitude, and practice toward the research during the educational year 2016-2017. A total of 265 completed responses were received. The majority had a low Knowledge score (72%). However, the majority had a positive attitude toward research (90.9%). Eighty-three students reported participation in research work. However, (44.4%) expressed research interest. Many barriers were highlighted by students including a lack of time (78.4%) and a lack of training in statistics (75.9%). The study identified several barriers for undergraduate medical students to undertake research. It is important that these barriers should be addressed in curriculum development, so that students can retain their motivation to engage effectively in research.
Research is an integral part of oral and maxillofacial surgery (OMS) residency training. This study aimed to identify the current barriers perceived by OMS residents toward conducting research during training. A cross-sectional, questionnaire-based study was conducted. The survey was distributed to 670 OMS residents across the United States in 2021 and consisted of questions regarding demographics, residency program requirements and resources, and perceived barriers to research. Data were analyzed using descriptive statistics, Fisher's exact tests, Kruskal-Wallis tests, and post hoc Dunn's test with a statistical significance of P < 0.05. The response rate was 24.2%. Most participants' programs had a minimum research requirement to complete a residency (80%). The top three reported barriers to completing research were lack of time (84%), limited access to research mentors or supervisors (37%), and lack of access to biostatistical support (31%). Factors associated with these barriers included the lack of a research director, supervisor, mentor, assistant, or statistician. There was no significant difference between residents in programs with protected research time versus those without. OMS residents generally viewed research experience during residency as beneficial but reported important barriers, most notably: insufficient time. Although most OMS training programs in the US require research for completion, many do not provide adequate time to facilitate this process. Compared with literature from over a decade ago, it appears little progress has been made to remedy similar barriers to research. Addressing this deficiency may increase the quantity and quality of research, furthering the profession.
Research methods and statistics are an indispensable subject in the undergraduate psychology curriculum, but there are challenges associated with engaging students in it, such as making learning durable. Here we hypothesized that retrieval-based learning promotes long-term retention of statistical knowledge in psychology. Participants either studied the educational material in four consecutive periods, or studied it just once and practiced retrieving the information in the subsequent three periods, and then took a final test through which their learning was assessed. Whereas repeated studying yielded better test performance when the final test was immediately administered, repeated practice yielded better performance when the test was administered a week after. The data suggest that retrieval practice enhanced the learning-produced better long-term retention-of statistical knowledge in psychology than did repeated studying.
Research on causal beliefs about mental illness-the beliefs people hold about what causes a particular mental illness, or mental illnesses in general-is split across a number of theories and disciplines. Although research on this subject has provided a number of insights and practical applications, the diversity of theories, terminology, and keywords makes it challenging for a new reader to gain a comprehensive understanding. We sought to address this by conducting a systematic scoping review of research on causal beliefs. This review included English-language articles from any year that mentioned causal beliefs for mental illness in their title or abstract. We identified articles in two stages. In the first stage, we used a narrow set of search terms referring specifically to causal beliefs (1227 records identified, 417 included). In the second stage, we used a comprehensive set of terms relevant to research on causal beliefs (10,418 records identified, 3838 included). We analyzed articles qualitatively, organizing them into one of five theories or categories: the common-sense model of self-regulation, explanatory models, mental health literacy, biogenetic causal beliefs, and other research on causal beliefs. We provide a comprehensive summary of these literatures in terms of their history, typical research questions and study design, findings, and practical applications. These theories differ in their theoretical orientation towards causal beliefs, research methods, findings, and applications. However, they broadly share a view of causal beliefs as multifaceted, culturally determined, and relevant for additional psychosocial variables such as mental illness stigma and help-seeking. We conclude by making recommendations for researchers, clinicians, public health messaging, and for individuals with mental illness.