Yoxas/statistical_literacy huggingface dataset:
Many educational institutions have adopted e-learning under the COVID-19 pandemic to maintain school teaching activities. Most teachers were encouraged to use online instruction in early February 2020. Thus, online education has become a sensitive topic regarding whether online learning fits students' learning habits and what factors can affect the quality of online teaching. This study examined the online learning of elementary school students in the epidemic context and the factors affecting their satisfaction with online learning. 499 elementary school students and 167 teachers were surveyed and it was found that online teaching and learning activities were conducted orderly. Teachers mainly used the live tutoring, and independent learning model, support services for online learning performed well. A multiple regression model was used to analyze the degree of influence of the teaching objectives, teaching methods and activities of teachers, teaching support, and learning efficiency on student satisfaction in online courses. The results showed that all four dimensions had a positive effect on happiness. Based on the analysis of the data obtained from the survey, coping strategies to improve the quality of online teaching in the post-epidemic period are proposed at the social level, teacher level, and school level. The social group should pay attention to the construction of educational resources, schools should strengthen teachers' professional development, and teachers should take the initiative to motivate students and give timely feedback to provide references for relevant decisions and related research in the post-epidemic era. The online version contains supplementary material available at 10.1007/s42979-023-01761-w.
Many factors contribute to developing and conducting a successful multi-data source, non-interventional, post-authorization safety study (NI-PASS) for submission to multiple health authorities. Such studies are often large undertakings; evaluating and sharing lessons learned can provide useful insights to others considering similar studies. We discuss challenges and key methodological and organizational factors that led to the delivery of a successful post-marketing requirement (PMR)/PASS program investigating the risk of cardiovascular and cancer events among users of mirabegron, an oral medication for the treatment of overactive bladder. We provide context and share learnings, including sections on research program collaboration, scientific transparency, organizational approach, mitigation of uncertainty around potential delays, validity of study outcomes, selection of data sources and optimizing patient numbers, choice of comparator groups and enhancing precision of estimates of associations, potential confounding and generalizability of study findings, and interpretation of results. This large PMR/PASS program was a long-term commitment from all parties and benefited from an effective coordinating center and extensive scientific interactions across research partners, scientific advisory board, study sponsor, and health authorities, and delivered useful learnings related to the design and organization of multi-data source NI-PASS.
Many fields of science are still dominated by men. COVID-19 has dramatically changed the nature of work, including for scientists, such as lack of access to key resources and transition to online teaching. Further, scientists face the pandemic-related stressors common to other professions (e.g., childcare, eldercare). As many of these activities fall more heavily on women, the pandemic may have exacerbated gender disparities in science. We analyzed self-identified gender of corresponding author for 119,592 manuscripts from 151 countries submitted January 2019 to July 2021 to the Institute of Physics (IOP) portfolio of 57 academic journals, with disciplines of astronomy and astrophysics, bioscience, environmental science, materials, mathematics, physics, and interdisciplinary research. We consider differences by country, journal, and pre-pandemic versus pandemic periods. Gender was self-identified by corresponding author for 82.9% of manuscripts (N = 99,114 for subset of submissions with gender). Of these manuscripts, authors were 82.1% male, 17.8% female, and 0.08% non-binary. Most authors were male for all countries (country-specific values: range 0.0-100.0%, median 86.1%) and every journal (journal-specific values range 63.7-91.5%, median 83.7%). The contribution of female authors was slightly higher in the pandemic (18.7%) compared to pre-pandemic (16.5%). However, prior to the pandemic, the percent of submissions from women had been increasing, and this value slowed during the pandemic. Contrary to our hypothesis, we did not find that manuscript submissions from women decreased during the pandemic, although the rate of increased submissions evident prior to the pandemic slowed. In both pre-pandemic and pandemic periods, authorship was overwhelmingly male for all journals, countries, and fields. Further research is needed on impacts of the pandemic on other measures of scientific productivity (e.g., accepted manuscripts, teaching), scientific position (e.g., junior vs. senior scholars), as well as the underlying gender imbalance that persisted before and during the pandemic.
Many fish species can harbour a wide range of pathogenic agents in their tissues. Of many pathogens, the parasitic nematode of genus Contracaecum, which resides in the tissues of fish species, can results in fish-borne infections in humans. This study was planned to assess consumers' awareness of fish-borne zoonoses in the fishing sites of Lake Chamo, Arba Minch, Ethiopia. The study was also aimed at demonstrating the zoonotic nematode, Contracaecum parasites in the Oreochromis niloticus and Lates niloticus fishes collected from Lake Chamo, Arba Minch, Ethiopia. Assessment of awareness about fish-borne zoonoses was conducted in randomly selected participants (n = 162) using face-to-face interviews via a structured and semi-structured questionnaire. Besides, 70 fishes (O. niloticus = 35 and L. niloticus = 35) were examined for the presence of larva of Contracaecum and other anisakid genera through standard dissection, pepsin-hydrochloric acid digestion and microscopic observation. Consumers have inadequate awareness about fish-borne zoonoses based on the answers they provided to the questions. The majority of respondents (82%) consume raw fish in the area. Of these, a significantly higher proportion were male (p < 0.001), completed their elementary or high school (p = 0.004), Orthodox Christian (p = 0.044), fishermen (p < 0.001) and participants without previous information about fish-borne zoonoses (p < 0.001). Overall, of examined fishes (n = 70), n = 15 (21.4%, 95% CI, 12.8-33.2) were infected with Contracaecum larva. A significant (p = 0.028) higher infection prevalence was noted in L. niloticus (34.3%, 95% CI, 19.7-52.3) compared to O. niloticus (8.6%, 95% CI, 2.2-24.2). A unit gram addition in the total weight of fish would significantly raise the risk of Contracaecum infection by 1% (p < 0.001). The presence of Contracaecum, a zoonotic nematode in the fishes, which are often preferred by consumers for raw dishes, designates a high risk of possible fish-borne infections in the area. Thus, providing education and training for fishermen, visitors of the area, and local people who visit the area for fish consumption, it is inevitably important to minimize the risk. Furthermore, health workers should suspect fish-borne infections, such as anisakidosis in patients who have a history of raw fish consumption in Arba Minch, Ethiopia.
Many fully automatic segmentation models have been created to solve the difficulty of brain tumor segmentation, thanks to the rapid growth of deep learning. However, few approaches focus on the long-range relationships and contextual interdependence in multimodal Magnetic Resonance (MR) images. In this paper, we propose a novel approach for brain tumor segmentation called the dual graph reasoning unit (DGRUnit). Two parallel graph reasoning modules are included in our proposed method: a spatial reasoning module and a channel reasoning module. The spatial reasoning module models the long-range spatial dependencies between distinct regions in an image using a graph convolutional network (GCN). The channel reasoning module uses a graph attention network (GAT) to model the rich contextual interdependencies between different channels with similar semantic representations. Our experimental results clearly demonstrate the superior performance of the proposed DGRUnit. The ablation study shows the flexibility and generalizability of our model, which can be easily integrated into a wide range of neural networks and further improve them. When compared to several state-of-the-art methods, experimental results show that the proposed approach significantly improves both visual inspection and quantitative metrics for brain tumor segmentation tasks.
Many health literacy instruments focus on reading skills, numeracy and/or information processing aspects only. In the Netherlands, as in other countries, the need for a comprehensive, person-centred measure of health literacy was observed and consequently the decision was made to translate the Health Literacy Questionnaire (HLQ) into Dutch. The HLQ has nine health literacy domains covering people's experiences and skills. This research sought to translate, culturally adapt and psychometrically test the HLQ. The translation and adaptation was done using a systematic approach with forward translation guided by item intents, blind back translation, and a consensus meeting with the developer. The Dutch version of the HLQ was applied in a sample of non-hospitalized, chronically ill patients. Descriptive statistics were generated to describe mean, standard deviation and floor and ceiling effects for all items. A Confirmatory Factor Analysis (CFA) model was fitted to the data. Scores on the nine domains of the HLQ were compared across demographic and illness characteristics as a form of known-groups validity. Psychometric analyses included Cronbach's alpha, item-rest and item-remainder correlations. Using CFA, the Dutch HLQ psychometric structure was found to strongly align with the hypothesised (original) nine independent domains of the English version. The nine scales were found to be highly reliable (all scales had alpha between 0.83 and 0.94). Six of the nine HLQ-scales had items that show ceiling-effects. There were no ceiling effects present at the scale level. Scores on the scales of the HLQ differed according to demographic and illness characteristics: people who were older, lower educated and living alone and patients with multiple chronic diseases generally scored lower. The Dutch version of the HLQ is a robust and reliable instrument that measures nine different domains of health literacy. The questionnaire was tested in a sample of chronically ill patients, and should be further tested in the general population as well as in different disease groups. The HLQ is a major addition to currently available instruments in the Netherlands, since it measures health literacy from a multi-dimensional perspective and builds on patients' experiences and skills.
Many health professions faculty members lack training on fundamental lesbian, gay, bisexual, transgender, and queer (LGBTQ+) health topics. Faculty development is needed to address knowledge gaps, improve teaching, and prepare students to competently care for the growing LGBTQ+ population. We conducted a program evaluation of the massive open online course Teaching LGBTQ+ Health: A Faculty Development Course for Health Professions Educators from the Stanford School of Medicine. Our goal was to understand participant demographics, impact, and ongoing maintenance needs to inform decisions about updating the course. We evaluated the course for the period from March 27, 2021, to February 24, 2023, guided by the RE-AIM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) framework. We assessed impact using participation numbers, evidence of learning, and likelihood of practice change. Data included participant demographics, performance on a pre- and postcourse quiz, open-text entries throughout the course, continuing medical education (CME) credits awarded, and CME course evaluations. We analyzed demographics using descriptive statistics and pre- and postcourse quiz scores using a paired 2-tailed t test. We conducted a qualitative thematic analysis of open-text responses to prompts within the course and CME evaluation questions. Results were reported using the 5 framework domains. Regarding Reach, 1782 learners participated in the course, and 1516 (85.07%) accessed it through a main course website. Of the different types of participants, most were physicians (423/1516, 27.9%) and from outside the sponsoring institution and target audience (1452/1516, 95.78%). Regarding Effectiveness, the median change in test scores for the 38.1% (679/1782) of participants who completed both the pre- and postcourse tests was 3 out of 10 points, or a 30% improvement (P<.001). Themes identified from CME evaluations included LGBTQ+ health as a distinct domain, inclusivity in practices, and teaching LGBTQ+ health strategies. A minority of participants (237/1782, 13.3%) earned CME credits. Regarding Adoption, themes identified among responses to prompts in the course included LGBTQ+ health concepts and instructional strategies. Most participants strongly agreed with numerous positive statements about the course content, presentation, and likelihood of practice change. Regarding Implementation, the course cost US $57,000 to build and was intramurally funded through grants and subsidies. The course faculty spent an estimated 600 hours on the project, and educational technologists spent another 712 hours. Regarding Maintenance, much of the course is evergreen, and ongoing oversight and quality assurance require minimal faculty time. New content will likely include modules on transgender health and gender-affirming care. Teaching LGBTQ+ Health improved participants' knowledge of fundamental queer health topics. Overall participation has been modest to date. Most participants indicated an intention to change clinical or teaching practices. Maintenance costs are minimal. The web-based course will continue to be offered, and new content will likely be added.
Many individuals with chronic subjective tinnitus report significant problems in comprehending speech in adverse listening situations. A large body of studies has provided evidence to support the notion that deficits in speech-in-noise (SIN) are prevalent in the tinnitus population, while some studies have challenged these findings. Elemental auditory perception is usually only minimally or not impaired. In addition, deficits in cognitive functions, particularly executive functions, have also been observed in individuals with tinnitus. Given these previous findings, we theorize that deficient central mechanisms may be responsible for the reported speech comprehension problems in tinnitus. 25 participants suffering from chronic subjective tinnitus and 25 control participants, between 23 and 58 years of age, were examined in a cross-sectional design. The groups were case-matched for age, sex, education, and hearing loss. A large audiometric battery was used ranging from threshold and supra-threshold tasks to spoken sentence level speech tasks. Additionally, four cognitive tests were performed, primarily covering the area of executive functions. Tinnitometry and tinnitus-related questionnaires were applied to complement sample description and allow for secondary analyses. We hypothesized that tinnitus participants score lower in complex speech comprehension tasks and executive function tasks compared to healthy controls, while no group differences in elementary audiometric tasks were expected. As expected, individuals with chronic subjective tinnitus scored lower in the SIN and gated speech task, while there were no differences in the basic speech recognition threshold task and the other elementary auditory perception tasks. The cognitive tests revealed clear deficits in interference control in the Stroop task, but not in the Flanker task, in the tinnitus group. There were no differences in inhibition or working memory tasks. Our results clearly delineate differences between tinnitus individuals and control participants in two tests on speech intelligibility under adverse listening conditions. Further, the poorer performance in a task of interference control in individuals with tinnitus points towards an impaired central executive control in individuals with tinnitus. Taken together, our (partly) exploratory study provides novel evidence to the view that deficient central executive system in individuals with tinnitus probably account for impaired speech comprehension.
Many leadership educators want to incorporate cultural relevance, cultural responsiveness, and social justice into their work but may be uncertain of how to begin. Others may already be working in culturally relevant leadership learning (CRLL) modalities and deeply desire advice on how to elevate their offerings. Here, the authors provide a brief overview of the CRLL model to explain how it can be applied in curricular and co-curricular postsecondary educational settings. Each author then describes how they have found success implementing CRLL tenets in their areas of influence. Following those descriptions, we offer some critiques and considerations related to CRLL and conclude by suggesting resources to help educators apply CRLL to their efforts.
Many low- and middle-income countries lack resources for well-functioning emergency care systems. Emergency nurses interact with injured and critically ill patients as the first contact in many health care settings. However, insufficient training limits nurses from providing ideal emergency care. The purpose of this research was to highlight educational needs specific to nurses working in 2 emergency departments in Nairobi, Kenya. A descriptive cross-sectional study involving emergency units of 2 of the largest referral and teaching hospitals (Aga Khan University Hospital, Nairobi, and Kenyatta National Hospital) in Nairobi, Kenya, was conducted. Data were collected by using an adapted structured, self-administered questionnaire. The data were analyzed using descriptive statistics. The skills and competencies of the participants were assessed. In addition, the educational gaps and needs of the participants around emergency care such as trauma, cardiovascular diseases, and respiratory and neurological illnesses were described. Results were presented in frequencies and percentages. The questionnaire response rate was 63.6% (n = 84). Most of the respondents held associate degrees in nursing (72.6%), whereas 19% had a bachelor's degree in nursing. Most respondents (84.5%) perceived themselves as being highly competent in basic skills such as performing cardiopulmonary resuscitation and assessment of body systems. Less than half of the respondents (48.8%) perceived themselves as being highly competent in intermediate skills such as assisting with endotracheal intubation. In advanced competencies, such as analyzing electrocardiograms and administering thrombolytic medications, only 16.7% perceived themselves as highly competent. The results of this study suggest there is a knowledge gap and educational needs among emergency nurses in Nairobi, Kenya. It identified injuries/trauma; cardiovascular, respiratory, and neurological disease; and other emergencies as topics of focus areas with a high need. To address these knowledge and skills needs, a future specialty training in emergency nursing is recommended and this could be achieved through continuing professional development and short courses or postgraduate-level training.
Many medical journals, including JAMA, restrict the use of causal language to the reporting of randomized clinical trials. Although well-conducted randomized clinical trials remain the preferred approach for answering causal questions, methods for observational studies have advanced such that causal interpretations of the results of well-conducted observational studies may be possible when strong assumptions hold. Furthermore, observational studies may be the only practical source of information for answering some questions about the causal effects of medical or policy interventions, can support the study of interventions in populations and settings that reflect practice, and can help identify interventions for further experimental investigation. Identifying opportunities for the appropriate use of causal language when describing observational studies is important for communication in medical journals. A structured approach to whether and how causal language may be used when describing observational studies would enhance the communication of research goals, support the assessment of assumptions and design and analytic choices, and allow for more clear and accurate interpretation of results. Building on the extensive literature on causal inference across diverse disciplines, we suggest a framework for observational studies that aim to provide evidence about the causal effects of interventions based on 6 core questions: what is the causal question; what quantity would, if known, answer the causal question; what is the study design; what causal assumptions are being made; how can the observed data be used to answer the causal question in principle and in practice; and is a causal interpretation of the analyses tenable? Adoption of the proposed framework to identify when causal interpretation is appropriate in observational studies promises to facilitate better communication between authors, reviewers, editors, and readers. Practical implementation will require cooperation between editors, authors, and reviewers to operationalize the framework and evaluate its effect on the reporting of empirical research.
Many medical schools in the United States have affiliated pathway, preparatory, and/or prematriculation programs that enroll a high percentage of students historically underrepresented in medicine (URiM). The purpose of this pilot study was to better characterize exposures to radiation oncology (RO) among students in these programs and determine the feasibility of incorporating a radiation oncologist within their pre-existing format if nonexistent. During the summers of 2021 and 2022, a radiation oncologist gave a presentation about basic principles of cancer care to 18 unique student groups in 12 premedical programs affiliated with 8 medical schools. Participating students were asked to complete an anonymous postpresentation questionnaire. Descriptive statistics are reported. A total of 467 students attended the presentations, and 241 completed the questionnaire (response rate 52.0%). The majority of participants reported being female (63.5%), URiM (66.4%), and low income (57.3%). Students were less likely to report previous teaching from a radiation oncologist (11.2%) than a surgical (17.0%) or medical oncologist (18.3%). Prior clinical shadowing with a radiation oncologist (2.9%) was also less likely than shadowing a surgical oncologist (5.0%), medical oncologist (6.6%), or any other physician (53.1%). Students were also less likely to previously believe that radiation could cure cancer (65.8%) compared with surgery (74.9%) or chemotherapy (89.3%). After the presentation, 168 students (69.7%) were more interested in a career in RO, and 211 students (87.6%) responded that the presentation was either quite or extremely valuable (median Likert-type score, 5; interquartile range, 4-5). Many of the students in premedical programs lack prior exposure to RO or knowledge of multidisciplinary cancer care, which was ameliorated by a simple yet effective presentation across a variety of different types of programs in this study. Longitudinal assessment of different types of educational initiatives and students' ultimate career trajectory will help optimize future RO initiatives among premedical URiM students.