Yoxas/statistical_literacy huggingface dataset:
Disaster medicine (DM) is a unique field that has undergone significant development as disaster events become increasingly complicated to respond to. However, DM is not recognized by the American Board of Medical Specialties (ABMS) or Accreditation Committee of Graduate Medical Education (ACGME), and therefore lacks board certification. Furthermore, prior studies have shown that there is unique body of DM knowledge not being addressed in emergency medicine (EM) residency or Emergency Medical Services (EMS) fellowship, resulting in fundamental DM topics not being covered amongst graduate medical education (GME) programs most prepared to produce DM physicians. A recently published DM core curriculum addresses this knowledge gap and seeks to promote standardization of DM training. The objective of this study is to analyze EM residency and EMS fellowship curricula for the inclusion of DM major curriculum topics and subtopics, using the most recently published DM core curriculum as a control. Both EM residency and EMS fellowship curricula were analyzed for inclusion of DM curriculum topics and subtopics, using the DM curriculum recommendations published by Wexler, et al as a control. A major curriculum topic was deemed covered if at least one related subtopic was described in the curricula. The included and excluded DM topics and subtopics were analyzed using descriptive statistics. While all the DM major curriculum topics were covered by either EM residency or EMS fellowship, EMS fellowship covered more major curriculum topics (14/15; 93%) than EM residency (12/15; 80%) and EMS fellowship covered more DM curriculum subtopics (58/153; 38%) than EM residency (24/153; 16%). Combined, EM residency and EMS fellowship covered 65 out of 153 (42%) of the DM curriculum subtopics. Although this study finds that all the DM major curriculum topics will be covered in EM residency followed by EMS fellowship, over one-half of the subtopics are not covered by either program (16% and 38%, respectively) or both programs combined (42%). Increasingly relevant subtopics, such as climate change, droughts, and flooding, are amongst those not covered by either curriculum. Even amongst the DM topics included in GME curricula, an emphasis on themes such as mass treatment, preparedness, and mitigation is likely under-represented. Accreditation from ACGME for DM fellowship would further promote uniform implementation of the updated core curriculum and ensure optimal training of disaster-ready physicians.
Disaster Medicine (DM) is the clinical specialty whose expertise includes the care and management of patients and populations outside conventional care protocols. While traditional standards of care assume the availability of adequate resources, DM practitioners operate in situations where resources are not adequate, necessitating a modification in practice. While prior academic efforts have succeeded in developing a list of core disaster competencies for emergency medicine residency programs, international fellowships, and affiliated health care providers, no official standardized curriculum or consensus has yet been published to date for DM fellowship programs based in the United States. The objective of this work is to define the core curriculum for DM physician fellowships in the United States, drawing consensus among existing DM fellowship directors. A panel of DM experts was created from the members of the Council of Disaster Medicine Fellowship Directors. This council is an independent group of DM fellowship directors in the United States that have met annually at the American College of Emergency Physicians (ACEP)'s Scientific Assembly for the last eight years with meeting support from the Disaster Preparedness and Response Committee. Using a modified Delphi technique, the panel members revised and expanded on the existing Society of Academic Emergency Medicine (SAEM) DM fellowship curriculum, with the final draft being ratified by an anonymous vote. Multiple publications were reviewed during the process to ensure all potential topics were identified. The results of this effort produced the foundational curriculum, the 2023 Model Core Content of Disaster Medicine. Members from the Council of Disaster Medicine Fellowship Directors have developed the 2023 Model Core Content for Disaster Medicine in the United States. This living document defines the foundational curriculum for DM fellowships, providing the basis of a standardized experience, contributing to the development of a board-certified subspecialty, and informing fellowship directors and DM practitioners of content and topics that may appear on future certification examinations.
Disaster risk reduction is a significant focus on sustainable development. One way to reduce disaster risk is through disaster education. Through disaster education, disaster knowledge and disaster mitigation knowledge will be obtained. This research is a preliminary study of didactic transposition in disaster education. The method used in this study is the SLR approach and bibliometric analysis. The research findings indicate four forms of connectedness, classified based on the main keyword, disaster knowledge. The four linkages are described as (a) co-occurrence network analysis; (b) word cloud analysis; (c) word tree maps analysis; and (d) network visualization analysis. Subsequently, the findings of the four connectedness are grouped into four clusters. The first cluster is disaster risk reduction, the second cluster is knowledge, the third cluster is disaster mitigation, and the fourth cluster is disaster knowledge. The four connectedness and four clusters will be used as recommendations for future research on the design and development of didactic transpositions in disaster education for prospective elementary school teachers.
Disasters pose various challenges to hospitals' functioning during calamities. Resilient health system is the need of the hour. To work as a safe hospital even during disasters, it is important to sensitize, orient, and train doctors and other medical professionals towards disaster preparedness. This study was conducted to study the knowledge, attitudes, and practices about disaster preparedness among resident doctors. It was a cross-sectional study conducted amongst 363 resident doctors of a tertiary care teaching hospital in Delhi, India. A pretested self-administered semistructured questionnaire was used to gather information. Analysis was done using the SPSS version 21.0 and employing descriptive -statistics. Mean age of the participants was 28.1 ± 2.8 years. Ninety-four (25.9 percent) study participants were found to have good/excellent knowledge about disaster preparedness, only 16.5 percent (60) had good awareness about the hospital's disaster preparedness, and 306 (84.3 percent) study participants had a favorable attitude towards disaster preparedness. Age and educational qualification were found to be significantly associated with knowledge about disaster preparedness. Only 11.6 percent (42) resident doctors attended any mock drill for disaster preparedness in the past 1 year and less than one-fifth (68, 18.7 percent) received training in disaster preparedness. A majority of study participants had a favorable attitude in spite of inadequate knowledge and aware-ness about disaster preparedness. There is a need to address this mismatch between knowledge and attitude through regular sensitization and retrainings along with frequent practical drills and simulation exercise.
Discharge from hospital is a critical part of the patient journey, particularly for older patients with multi-morbidity and polypharmacy. General practice has a key role in managing the post-discharge course of patients. A communication intervention for use in General Practice in the immediate post-discharge period has great potential to improve shared decision making, enhancing patient experiences of post-discharge care. General Practice Management After Transition Events (GP-MATE) aims to produce a tool for older patients and their carers (GP-MATE) which will assist better communication with their general practice about their care after discharge, thereby improving patient safety outcomes. Experience-Based Co-Design (EBCD) study involving general practices across the West Midlands. A slightly modified approach to EBCD will be followed to create GP-MATE. A focused ethnography undertaken at general practices will provide an understanding of practices' systems for post-discharge management of older patients. Semi-structured video interviews with recently discharged older patients or their carers will be edited into a trigger film. Finally, co-design workshops with older people, carers and healthcare staff working in general practices will take place with participants from three regions across England. EBCD will be used to take a patient centric approach towards creating GP-MATE; patients' and carers' priorities will be directly reflected within the tool. GP-MATE will be a low-cost intervention which improves health literacy, empowering patients to fill the emerging gap in continuity in the post-discharge period and enhancing patient experiences of post discharge care.
Discharge from hospitals to postacute care settings is a vulnerable time for many older adults, when they may be at increased risk for errors occurring in their care. We developed the Extension for Community Healthcare Outcomes-Care Transitions (ECHO-CT) programme in an effort to mitigate these risks through a mulitdisciplinary, educational, case-based teleconference between hospital and skilled nursing facility providers. The programme was implemented in both academic and community hospitals. Through weekly sessions, patients discharged from the hospital were discussed, clinical concerns addressed, errors in care identified and plans were made for remediation. A total of 1432 discussions occurred for 1326 patients. The aim of this study was to identify errors occurring in the postdischarge period and factors that predict an increased risk of experiencing an error. In 435 discussions, an issue was identified that required further discussion (known as a transition of care event), and the majority of these were related to medications. In 14.7% of all discussions, a medical error, defined as 'any preventable event that may cause or lead to inappropriate medical care or patient harm', was identified. We found that errors were more likely to occur for patients discharged from surgical services or the emergency department (as compared with medical services) and were less likely to occur for patients who were discharged in the morning. This study shows that a number of errors may be detected in the postdischarge period, and the ECHO-CT programme provides a mechanism for identifying and mitigating these events. Furthermore, it suggests that discharging service and time of day may be associated with risk of error in the discharge period, thereby suggesting potential areas of focus for future interventions.
Disciplinary-based information literacy (DIL) or professional-related information literacy has not been widely studied in the academic context, including medical sciences. This study aimed at investigating the status of DIL among medical students in an Iranian medical university. This study was a cross-sectional survey. A random sample consisting of 298 students majoring in general medicine at Tehran University of Medical Science, Tehran, Iran, in the academic year of 2018-2019 completed a valid and reliable 20-item questionnaire on DIL. Data were analyzed using SPSS statistical software. Participants' DIL was less than expected, especially in the skills related to professional information access and evaluation. The majority of them had low DIL level. However, medical students in their last 2 years of study had significantly high scores in DIL than those in their first 2 years of study. Information literacy has not been seriously considered in health-related higher education in Iran. It is needed to consider DIL in the medical curriculum for training students to be proficient specialists in medical practice.
Disciplines in Higher Education have their own interpretations of what is essential knowledge that influences what is taught, how teaching occurs, and the role of digital tools. Disciplinary culture is dynamic and evolving, informed by disciplinary research and technology improvement. During the COVID-19 pandemic, digital solutions enabled ongoing teaching when undergraduate courses could not be taught on campus, in lecture theatres, seminar rooms, laboratories, or in the field. Using digital tools and changes in teaching practices has created a context where Higher Education teachers must consider how future learning and teaching should occur. To explore this, a cross-discipline team used appreciative inquiry framed in complexity theory to examine how teaching in undergraduate programmes is changing in the digital age and implications for Higher Education teachers. The research identifies how digital technologies influence undergraduate programmes in Applied Statistics, Computer Science, Critical Indigenous Studies, Geography, and Information Systems. Analysis of the case studies identified how disciplinary culture, context, and technology combine to influence pedagogical practice and digital capabilities needed to teach in undergraduate programmes. We conclude that Higher Education teachers require capability in appropriate pedagogical practice that aligns with disciplinary culture and the technologies available.
Discrete time, spatially extended models play an important role in ecology, modelling population dynamics of species ranging from micro-organisms to birds. An important question is how 'bottom up', individual-based models can be approximated by 'top down' models of dynamics. Here, we study a class of spatially explicit individual-based models with contest competition: where species compete for space in local cells and then disperse to nearby cells. We start by describing simulations of the model, which exhibit large-scale discrete oscillations and characterize these oscillations by measuring spatial correlations. We then develop two new approximate descriptions of the resulting spatial population dynamics. The first is based on local interactions of the individuals and allows us to give a difference equation approximation of the system over small dispersal distances. The second approximates the long-range interactions of the individual-based model. These approximations capture demographic stochasticity from the individual-based model and show that dispersal stabilizes population dynamics. We calculate extinction probability for the individual-based model and show convergence between the local approximation and the non-spatial global approximation of the individual-based model as dispersal distance and population size simultaneously tend to infinity. Our results provide new approximate analytical descriptions of a complex bottom-up model and deepen understanding of spatial population dynamics.
Discriminating same from different collections of items is central to human thought and reasoning. Recent comparative research suggests that same-different discrimination behavior is not uniquely human, does not require human language, is based on the variability of the collection of items, obeys fundamental psychophysical laws, and may be captured by quantitative models of the stimulus collection. The comparative study of same-different discrimination behavior sheds fresh light on the mechanisms and functions of abstract conceptualization. This study also has prompted the development of a theory-the Finding Differences Model-that successfully explains a wealth of findings in the comparative psychology of same-different discrimination behavior.
Discrimination and sexual harassment are prevalent in higher education institutions and can affect students, faculty members and employees. Herein the aim was to assess the extent of discriminatory experiences and sexual harassment of students and lecturers at one of the largest teaching hospitals in Europe. We analyze whether there are differences between lecturers and students, different study programs as well as sex/gender differences. In an interdisciplinary, iterative process, a semi-standardized questionnaire was developed and sent to N = 7095 students (S) of all study programs and N = 2528 lecturers (L) at Charité-Universitätsmedizin Berlin, Germany. The study was conducted from November 2018 to February 2019. Besides a broad range of questions on sociodemographic background allowing for diversity sensitive data analysis, they were asked if they had witnessed and/or experienced any form of discrimination or sexual harassment at the medical faculty, if yes, how often, the perceived reasons, situational factors and perpetrators. The response rate was 14% (n = 964) for students and 11% (n = 275) for lecturers. A proportion of 49.6% of students (L: 31%) reported that they have witnessed and/or experienced discriminatory behavior. Sexual harassment was witnessed and/or experienced by 23.6% of students (L: 19.2%). Lecturers (85.9%) were identified as the main source of discriminatory behavior by students. Directors/supervisors (47.4%) were stated as the main source of discriminatory behavior by lecturers. As the most frequent perceived reason for discriminatory experiences sex/gender (S: 71%; L: 60.3%) was reported. Women and dental students experienced more discriminatory behavior and sexual harassment. Discriminatory behavior is experienced by a significant number of students and lecturers, with power structures having a relevant impact. Dental students and women appear to be particularly exposed. Specific institutional measures, such as training programs for lecturers and students are necessary to raise awareness and provide resources. Furthermore, national preventive strategies should be thoroughly implemented to fight discrimination and harassment at the workplace.
Discrimination is common in medical education. Resident physicians of races and ethnicities underrepresented in medicine experience daily discrimination which has been proven to negatively impact training. There is limited data on the impact of resident race/ethnicity on OB/GYN surgical training. The objective of this study was to investigate the impact of race/ethnicity on procedural experience in OB/GYN training. A retrospective analysis of graduated OB/GYN resident case logs from 2009 to 2019 was performed at a single urban academic institution. Self-reported race/ethnicity data was collected. Association between URM and non-URM were analyzed using t-tests. Trainees were categorized by self-reported race/ethnicity into underrepresented in medicine (URM) (Black, Hispanic, Native American) and non-URM (White, Asian). The cohort consisted of 84 residents: 19% URM (N = 16) and 79% non-URM (n = 66). Difference between URM and non-URM status and average case volume was analyzed using t-tests. There was no difference between non-URM and URM trainees and reported mean number of Total GYN (349 vs. 334, p = 0.31) and Total OB (624 vs. 597, P = 0.11) case logs. However, compared with non-URM, on average URM performed fewer Total procedures (1562 vs. 1469, P = 0.04). Analyzing individual procedures showed a difference in average number of abortions performed between URM and non-URM (76 vs. 53, P = 0.02). There were no other statistically significant differences between the two groups. This single institution study highlights potential differences in trainee experience by race/ethnicity. Larger national studies are warranted to further explore these differences to identify bias and discrimination, and to ensure equitable experience for all trainees.
Discussions on and around menstruation are often considered a cultural taboo in many parts of Pakistan. Mostly, individuals avoid discussing menstruation and lack awareness about its related health and hygiene issues. Sexual health education is entangled in a complex myriad of social and cultural stigmas. Limited knowledge and lack of access to menstrual health management (MHM) resources decrease the self-confidence of girl students and lead to reluctance to seek help or advice. This quantitative study aimed to gain a deeper understanding of the intersectionality of the influences leading to barriers and facilitators of access to the MHM program in a public school in the Hyderabad district and utilize this information to construct a framework for evaluation of the Water, Sanitation, and Hygiene (WASH) in Schools program. This study sampled all girls' elementary and higher secondary schools in the Hyderabad district. Due to the limitations of time and access during the global COVID-19 pandemic, the researchers collected data from more than 100 school leaders and teachers regarding the MHM facilities in their schools through an online self-administered survey. The data were then analyzed in SPSS for frequencies, mean scores, and standard deviation. The results suggest that school leaders and teachers of the Hyderabad district perceive MHM facilities to be significantly low in terms of both resources and policies. Schools worldwide are introducing life skills, hygiene, good health, and wellness subjects. Pakistan needs to change its educational policy for the welfare of women, who comprise a magnanimous 48.54% of its population. Moreover, with the planning and implementation of programs such as WASH in Schools (WinS), the perceptions of barriers and facilitators to MHM facilities in Pakistan must be studied to fight the taboo and raise awareness about the same.