256 research outputs found

    Learning Components of Computational Models from Texts

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    The mental models of experts can be encoded in computational cognitive models that can support the functioning of intelligent agents. This paper compares human mental models to computational cognitive models, and explores the extent to which the latter can be acquired automatically from published sources via automatic learning by reading. It suggests that although model components can be automatically learned, published sources lack sufficient information for the compilation of fully specified models that can support sophisticated agent capabilities, such as physiological simulation and reasoning. Such models require hypotheses and educated guessing about unattested phenomena, which can be provided only by humans and are best recorded using knowledge engineering strategies. This work merges past work on cognitive modeling, agent simulation, learning by reading, and narrative structure, and draws examples from the domain of clinical medicine

    An Intervention to Debunk Facts vs. Myths in Intermittent Fasting: A Quality Improvement Project

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    Intermittent fasting (IF) is gaining popularity as an eating regimen to promote health and optimize wellbeing. IF is the voluntary avoidance of food over a period and is not a diet, but an eating behavior (Teong et al., 2021). Despite the increased emphasis on obesity and diet-related diseases, IF education remains lacking in formal training programs and can influence HCC’s attitudes and behaviors when engaging in IF dialogue with patients in clinical settings. Evidence suggests that IF is beneficial for weight loss and has been shown to have positive effects on the brain, heart, liver, muscles, intestines, blood, and various other systems. IF has also been shown to reduce risk factors associated with the development and progression of type II diabetes, neurological disorders, and cancers. Additionally, IF may boost the effectiveness of certain medical and cancer treatments (Armutcu, 2019; Phillips, 2019). The main objective is to determine if an evidence-based education program on intermittent fasting will change healthcare clinicians’ knowledge, attitudes, confidence level, perception of knowledge, and behavior in communicating with adult patients about IF. The presentation aims to fill the knowledge gaps with pertinent evidence-based information, debunk common IF myths, and provide effective communication strategies to help improve HCCs knowledge, attitudes, confidence, and behavior of IF in clinical practice settings. The study is a quasi-experimental, pre-test post-test quality improvement (QI) project including 20 HCCs working at the practice site. Potential participants were identified by snow-ball samplings of various units/clinics at the site. Descriptive statistics were used to analyze the data. Results from the project indicate that mean knowledge scores compared from baseline to post-education increased, 6.8 (s.d. 3.77) and 12.65 (s.d. 4.83), respectively. Based on the current evidence and the results from this quality-improvement project, HCC education helps improve knowledge, confidence, perceptions, and behaviors of IF in clinical practice settings to promote safe and effective communication with patients

    Exploring The Implementation of the Merdeka Curriculum: A Case Study of Integrated Science Teaching Materials with ESD and Ethnoscience

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    This study analyzes the science teaching materials integrated with ESD and Ethnoscience based on teachers' teaching experiences and educational qualifications. This case study research involved six junior high school science teachers in Cimahi City who participated voluntarily in a teacher training program. Data collection techniques in this research used observation, in-depth interviews, and documentation. The data analysis employed a descriptive narrative approach by reducing data, presenting data, and drawing conclusions.  Then, triangulation is also performed for data validation.Based on the research findings, teaching materials prepared by novice teachers with less than five years of teaching experience tend to be textbook-oriented, and the language used still needs to be suitable for the cognitive level of junior high school students. However, the materials they prepared have an attractive appearance. Meanwhile, experienced teachers elaborate and provide contextual examples, using easily understandable language and incorporating tables or graphs to enhance students' literacy and numeracy skills. Out of the six teachers, four have a Biology/ Biology Education background, and two have qualifications in Physics Education at the bachelor's level. Teachers choose teaching materials that align with their educational background because they feel more confident in delivering scientific concepts. Through this research, it is described that teachers still tend to develop teaching materials based on the 2013 curriculum, whereas, at present, the preparation of teaching materials should be aligned with the principles of the Merdeka curriculum

    Evaluation of TRANSFoRm Mobile eHealth Solution for Remote Patient Monitoring during Clinical Trials

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    Today, in the digital age, the mobile devices are more and more used to aid people in the struggle to improve or maintain their health. In this paper, the mobile eHealth solution for remote patient monitoring during clinical trials is presented, together with the outcomes of quantitative and qualitative performance evaluation. The evaluation is a third step to improve the quality of the application after earlier Good Clinical Practice certification and validation with the participation of 10 patients and three general practitioners. This time, the focus was on the usability which was evaluated by the seventeen participants divided into three age groups (18-28, 29-50, and 50+). The results, from recorded sessions and the eye tracking, show that there is no difference in performance between the first group and the second group, while for the third group the performance was worse, however, it was still good enough to complete task within reasonable time.Comment: 16 pages, 8 Figures, Results of EU FP7 TRANSFoRm projec

    Early Intervention for Children Aged 0 to 2 Years With or at High Risk of Cerebral Palsy International Clinical Practice Guideline Based on Systematic Reviews:International Clinical Practice Guideline Based on Systematic Reviews

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    IMPORTANCE: Cerebral palsy (CP) is the most common childhood physical disability. Early intervention for children younger than 2 years with or at risk of CP is critical. Now that an evidence-based guideline for early accurate diagnosis of CP exists, there is a need to summarize effective, CP-specific early intervention and conduct new trials that harness plasticity to improve function and increase participation. Our recommendations apply primarily to children at high risk of CP or with a diagnosis of CP, aged 0 to 2 years. OBJECTIVE: To systematically review the best available evidence about CP-specific early interventions across 9 domains promoting motor function, cognitive skills, communication, eating and drinking, vision, sleep, managing muscle tone, musculoskeletal health, and parental support. EVIDENCE REVIEW: The literature was systematically searched for the best available evidence for intervention for children aged 0 to 2 years at high risk of or with CP. Databases included CINAHL, Cochrane, Embase, MEDLINE, PsycInfo, and Scopus. Systematic reviews and randomized clinical trials (RCTs) were appraised by A Measurement Tool to Assess Systematic Reviews (AMSTAR) or Cochrane Risk of Bias tools. Recommendations were formed using the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) framework and reported according to the Appraisal of Guidelines, Research, and Evaluation (AGREE) II instrument. FINDINGS: Sixteen systematic reviews and 27 RCTs met inclusion criteria. Quality varied. Three best-practice principles were supported for the 9 domains: (1) immediate referral for intervention after a diagnosis of high risk of CP, (2) building parental capacity for attachment, and (3) parental goal-setting at the commencement of intervention. Twenty-eight recommendations (24 for and 4 against) specific to the 9 domains are supported with key evidence: motor function (4 recommendations), cognitive skills (2), communication (7), eating and drinking (2), vision (4), sleep (7), tone (1), musculoskeletal health (2), and parent support (5). CONCLUSIONS AND RELEVANCE: When a child meets the criteria of high risk of CP, intervention should start as soon as possible. Parents want an early diagnosis and treatment and support implementation as soon as possible. Early intervention builds on a critical developmental time for plasticity of developing systems. Referrals for intervention across the 9 domains should be specific as per recommendations in this guideline

    Development of a learning-oriented computer assisted Instruction designed to improve skills in the clinical assessment of the nutritional status: a pilot evaluation

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    Computer assisted instruction (CAI) is an effective tool for evaluating and training students and professionals. In this article we will present a learning-oriented CAI, which has been developed for students and health professionals to acquire and retain new knowledge through the practice. A two-phase pilot evaluation was conducted, involving 8 nutrition experts and 30 postgraduate students, respectively. In each training session, the software developed guides users in the integral evaluation of a patient’s nutritional status and helps them to implement actions. The program includes into the format clinical tools, which can be used to recognize possible patient’s needs, to improve the clinical reasoning and to develop professional skills. Among them are assessment questionnaires and evaluation criteria, cardiovascular risk charts, clinical guidelines and photographs of various diseases. This CAI is a complete software package easy to use and versatile, aimed at clinical specialists, medical staff, scientists, educators and clinical students, which can be used as a learning tool. This application constitutes an advanced method for students and health professionals to accomplish nutritional assessments combining theoretical and empirical issues, which can be implemented in their academic curriculum

    Endoscopy intraprocedural orientation manual for registered nurses

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    Background: The minimally invasive nature of endoscopy has increased the demand for its diagnostic and therapeutic capabilities. However, being utilized as an alternative to surgical intervention has resulted in an increase in patient acuity and procedural complexity. It is imperative endoscopy education and training for registered nurses (RNs) meets the needs of this evolving endoscopic landscape. Training for new RNs needs to be standardized and integrate updated, evidence-based research, practices and competencies, as set forth in the clinical nursing standards. Purpose: The purpose of the practicum project was to develop the endoscopy intraprocedural orientation manual (EIOM) to orientate new RNs into the endoscopy unit. Methods: An integrated literature review, environmental scan and stakeholder consultation interviews were conducted. Results: The need for an orientation manual in endoscopy was substantiated by the lack of existing educational material, evident in the findings of the environmental scan and integrated literature review. A lack of structured teaching material and need for additional education were also concerns highlighted during stakeholder interviews. Benner’s Novice to Expert Model was used to develop the 6-chapter EIOM for new endoscopy RNs, focusing on providing a foundation of gastrointestinal anatomy, pathophysiology, pharmacology and endoscopic procedure. Conclusion: Prospective implementation will occur in collaboration with the clinical educator and patient care coordinator of endoscopy. Once finalized, it will be implemented into the existing orientation program for new RNs. Evaluation will involve knowledge-based questionnaires completed by orientating students, at the 3-month, 6-month and 12-month intervals, to evaluate the clarity, usefulness and adequacy of the EIOM

    Summary of WTC Health Program research : NIOSH research compendium 20/21 August

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    Suggested citation: Kubale T, Katruska A, Brown EP, Santiago-Col\uf3n A, Daniels RD, Reissman DB [2021]. Summary of World Trade Center Health Program research: NIOSH research compendium. Cincinnati, OH: U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health:1\u2013595.Summary-of-WTC-Health-Program-Research-2021-03282022.pd
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