A study to understand the acceptance of DICOM Structured Reports on Breast Imaging

Purpose: To create a Digital Imaging and Communication in Medicine Structured Reports (DICOM-SR) Repository and compare the acceptance of Free Text (FT) versus Structured Reports (SR) in communication of Breast Imaging findings. Materials and Methods: It was conceptualized the MamoCatalogue to the structuring of the Reports and the SR were converted into DICOM-SR and integrated with Dicoogle. After that, seven representative Breast Imaging Reports were selected and evaluated by a group of 25 Physicians. Each Physician evaluated the seven Reports, in FT and SR with a 3 months timelag, about their, Structure, Clarity and assertiveness, Diagnostic/Recommendations, Easiness of reading, Full reading, Partially reading with Breast Imaging Reporting and Data System (BI-RADS) focus and Ambiguity. Results: A DICOM-SR Repository was created and the assessment of the acceptance of the FT vs. SR revealed that there is a global trend favoring FT. Nevertheless, a group wise analysis revealed that for Gynaecologists and General Practitioners (GP) the differences between FT and SR weren't significant, unlike what happens with Radiologists. Conclusion: The DICOM-SR Repository allows the query/retrieve data for Reports and the communication with Gynaecologists and GP by SR was satisfactory. Although, Radiologists acceptance must be reinforced upon global communication and management strategy

GPT vs Human for Scientific Reviews: A Dual Source Review on Applications of ChatGPT in Science

The new polymath Large Language Models (LLMs) can speed-up greatly scientific reviews, possibly using more unbiased quantitative metrics, facilitating cross-disciplinary connections, and identifying emerging trends and research gaps by analyzing large volumes of data. However, at the present time, they lack the required deep understanding of complex methodologies, they have difficulty in evaluating innovative claims, and they are unable to assess ethical issues and conflicts of interest. Herein, we consider 13 GPT-related papers across different scientific domains, reviewed by a human reviewer and SciSpace, a large language model, with the reviews evaluated by three distinct types of evaluators, namely GPT-3.5, a crowd panel, and GPT-4. We found that 50% of SciSpace's responses to objective questions align with those of a human reviewer, with GPT-4 (informed evaluator) often rating the human reviewer higher in accuracy, and SciSpace higher in structure, clarity, and completeness. In subjective questions, the uninformed evaluators (GPT-3.5 and crowd panel) showed varying preferences between SciSpace and human responses, with the crowd panel showing a preference for the human responses. However, GPT-4 rated them equally in accuracy and structure but favored SciSpace for completeness

Age of second language acquisition affects nonverbal conflict processing in children : an fMRI study

Background: In their daily communication, bilinguals switch between two languages, a process that involves the selection of a target language and minimization of interference from a nontarget language. Previous studies have uncovered the neural structure in bilinguals and the activation patterns associated with performing verbal conflict tasks. One question that remains, however is whether this extra verbal switching affects brain function during nonverbal conflict tasks. Methods: In this study, we have used fMRI to investigate the impact of bilingualism in children performing two nonverbal tasks involving stimulus-stimulus and stimulus-response conflicts. Three groups of 8-11-year-old children - bilinguals from birth (2L1), second language learners (L2L), and a control group of monolinguals (1L1) - were scanned while performing a color Simon and a numerical Stroop task. Reaction times and accuracy were logged. Results: Compared to monolingual controls, bilingual children showed higher behavioral congruency effect of these tasks, which is matched by the recruitment of brain regions that are generally used in general cognitive control, language processing or to solve language conflict situations in bilinguals (caudate nucleus, posterior cingulate gyrus, STG, precuneus). Further, the activation of these areas was found to be higher in 2L1 compared to L2L. Conclusion: The coupling of longer reaction times to the recruitment of extra language-related brain areas supports the hypothesis that when dealing with language conflicts the specialization of bilinguals hampers the way they can process with nonverbal conflicts, at least at early stages in life

Patients’ Needs and Preferences Regarding Radiology Test Results on Patient Portals

Introduction and significance: Radiology exams are an important part of health care. To enhance the quality of health care, health care services need to be delivered in ways that meet patients’ needs and preferences. Patients were found to be interested in the timely receipt of radiology test results. One of the easiest and fastest ways to deliver radiology test results to patients is via online patient portals. It seems, however, that the method of providing radiology test results through patient portals has not reached its full maturity; it still needs a great deal of improvement. Therefore, participation of the end-readers (i.e., the patients) in the shape of radiology test results on patient portals is crucial. Moreover, making the radiology test results readily available to patients can encourage them to be more involved in their health care. To the best of our knowledge, this is the first study that covers this topic from this angle. The findings of this study can be used to improve the quality of health care services by making radiology test results on the patient portal meet patients’ needs and preferences. Objective: The aim of this study was to investigate the needs and preferences of patients regarding radiology test results delivered via patient portals. Method: This study used a cross-sectional, quantitative approach design using a questionnaire survey with close-ended questions. The distribution method used for this study was a self-administered questionnaire, on paper and online. The sample size of this study was 615 participants. There were three main research questions that this study aimed to answer: 1. Is there a relationship between patients’ level of education and how much they understand from the radiology report? 2. Does health literacy have a main role in patients’ understanding of the radiology report? 3. Does adding a statement at the end of the radiology report in lay terms summarizing the content of the report improve patients’ understanding of the report? In addition, this study also explored the following issues: 4. How much do patients understand from a typical radiology report? 5. Which type of radiology reporting do patients prefer (structured versus free-text)? 6. Do patients think that the type of radiology reporting affects their understanding of the report? Data analysis: The collected data were analyzed using the Pearson Chi-square test with Cramer\u27s V, Spearman’s correlation test, Fisher’s exact test, and Wilcoxon signed rank test with effect size. Results: No relationship was found between patients’ level of understanding of a radiology report and health literacy or level of education. An association was found between health literacy and level of education, where people with a lower level of education tended to have limited health literacy. No correlation was found between laypersons’ level of understanding of a typical spine MRI report and gender, age, race, previous radiology exam experience, or native language. There also was no correlation between laypersons’ level of understanding of a typical brain MRI report and gender, race, native language, or previous radiology exam experience. However, there was a very weak relationship between laypersons’ level of understanding of a typical brain MRI report and age, where elderly people tended to not understand the typical brain MRI report. Most of the participants (69%) wanted to receive their radiology test results through the online patient portal. Most of the participants (61%) also preferred the structured radiology report to the free-text report. Sixty one percent of the participants thought that the type of radiology reporting affected their level of understanding, around 75% of whom preferred structured radiology reporting. Most of the participants did not understand the typical radiology reports (Mdn=2). Most of the participants understood the MRI report with the patient summary statement (Mdn=4). The vast majority of the participants (84%) thought that adding a summary statement at the end of the radiology report summarizing the content of the report in lay terms was a good method for improving their understanding of the report. The Wilcoxon signed rank test revealed that adding a summary at the end of a radiology report summarizing the content of the report in lay terms can significantly enhance the participants’ level of understanding of the reports with a very large effect size (Z = 17.271, p \u3c 0.001, r = 0.723 for the spine MRI report and Z = 17.239, p \u3c 0.001, r = 0.721 for the brain MRI report). Conclusions: Most patients will not understand their radiology report regardless of their level of education and their health literacy skills. Adding a summary at the end of the radiology report in lay terms summarizing the content of the report significantly improves patients’ understanding of the report. Structured radiology reporting is the preferred type of reporting for most patients, and most of them think that the type of radiology report affects their level of understanding of the report

A Visual Approach to Improving the Experience of Health Information for Vulnerable Individuals

Many individuals with low health literacy (LHL) and limited English proficiency (LEP) have poor experiences consuming health information: they find it unengaging, unappealing, difficult to understand, and un-motivating. These negative experiences may blunt, or even sabotage, the desired effect of communicating health information: to increase engagement and ability to manage health. It is imperative to find solutions to improve poor experiences of health information, because such experiences heighten vulnerability to poor health outcomes. We aimed to address a gap in the health literacy literature by studying the patient experience of health information and how visualization might be able to help. Our four studies involved patients presented with health information in various settings to improve understanding and management of their care. We used semi-structured interviews and observations to understand patient experiences of receiving personal health information in the hospital. We learned that the return of results is desired and has the potential to promote patient engagement with care. We developed a novel method to analyze LHL, LEP caregiver experience and information needs in the community setting. The novel method increased our understanding and ability to detect differences in experiences within the same ethnic group, based on language preference. Next, we interrogated the literature for a solution to easily communicate complicated health information to disinterested, LHL, LEP individuals. We found that visualizations can help increase interest, comprehension, support faster communication, and even help broach difficult topics. Finally, our findings were used to develop a novel prototype to improve experiences of consuming genetic risk information for those having LHL and LEP. Unlike traditional approaches that focus on communicating risk numbers and probabilities, the novelty of our approach was that we focused on communicating risk as a feeling. We achieved this by leveraging vicarious learning via real patient experience materials (e.g., quotes, videos) and empathy with an emotive relational agent. We evaluated and compared the prototype to standard methods of communicating genetic risk information via a mixed methods approach that included surveys, questionnaires, interviews, observations, image analysis, and facial analysis. Main outcome variables were perceived ease of understanding, comprehension, emotional response, and motivation. We employed t-tests, ANOVAs, directed content analysis, correlation, regression, hierarchical clustering, and Chernoff faces to answer the research questions. All variables were significantly different for the prototype compared to the standard method, except for motivation as rated by 32 LHL, LEP community members. Findings revealed that LHL, LEP individuals have difficulty appropriately processing standard methods of communicating risk information, such as risk numbers supported by visual aids. Further, appealing visuals may inappropriately increase confidence in understanding of information. Visualizations affected emotions, which influenced perceived ease of understanding and motivation to take action on the information. Comprehension scores did not correlate with perceived ease of understanding, emotional response, or motivation. Findings suggest that providing access to comprehensible health information may not be enough to motivate patients to engage with their care; providing a good experience (taking into account the aesthetics and emotional response) of health information may be essential to optimize outcomes

Predictors For Student Success On The National Board Dental Hygiene Examination (NBDHE)

The primary focus of this research was to determine if any link exists to pre-entry grade point average (GPA), science-based didactic dental hygiene course GPA, and graduation GPA and success on the National Board of Dental Examinations, Inc. (NBDHE). Results were gathered through NBDHE score reports from Southern Illinois University Carbondale’s (SIUC) dental hygiene program as well as GPA and course grades from the SIUC Registrar’s office for graduates from the Class of 2012-2022. Pre-entry GPA, graduation GPA, and individual science-based didactic dental hygiene courses were evaluated by using the course grades “A, B, or C” as “pass” and “D or F” as “fail” based on the curriculum requirements of the SIUC dental hygiene program

USAGE FREQUENCY OF SUPPLEMENTAL MULTIMEDIA RESOURCES TO COMPLEMENT STUDENT LEARNING PREFERENCES

Implementing multimedia learning can be an effective way to teach difficult concepts to a diverse student audience with various learning styles. The objective of this study was to quantify the use of multimedia resources as well as the most common avenues of delivery in dental hygiene (DH) education. In addition, this study evaluated any educational delivery methods that may be required by the responding programs to determine if MMR use is standard practice in DH education. This study followed a descriptive quantitative primary research approach. Invitation to participate in a 42-item electronic survey facilitated through SurveyMonkey was emailed to 316 U.S. DH program directors (PDs) of all degree levels. The questionnaire addressed faculty classroom facilitation including types of digital resources, the frequency of use, and barriers faculty face in creating or directing access to multimedia resources (MMR). To assess faculty use of MMR as a standard practice, the survey evaluated existing requirements regarding digital resources. 78 PDs completed the survey yielding a 25% response rate. A high majority reported using video formats: 59 (76%) reported using YouTube videos and 60% reported using faculty created videos. Fifty-one percent of faculty post lecture podcasts and 44% of programs are using e-textbooks. While 51% indicated there were no barriers experienced using MMR, 43% cited slow internet connections. The results showed a high percentage (79%) of PDs feel the use of MMR will become standard practice for dental hygiene education with confidence interval values of .713 ≤ p ≤ .871 for .90 levels. Conversely, only 23% of PDs stated they do not require faculty members to use MMRs in their respective courses yielding confidence interval values of .697 ≤ p ≤ .858 for a .90 confidence level. These findings deliver insight into the most common media instructional strategies and are significant to DH education due to the increasing faculty awareness of the evolving learning style preferences for current DH students that include multimedia resources, especially video formats, for curricular supplementation

Retrospective Analysis of a Breast Health Program on Routine Annual Mammography in Low-Income, Uninsured Women

Problem: Detection of breast cancer in women of low socioeconomic status, lacking health insurance, can be improved by increasing annual mammography rates, yet little is known about their screening behavior. Purpose: A retrospective subject-controlled study of an ongoing Breast Health Program, at a not-for-profit, non-government assisted, volunteer clinic, was undertaken to examine mammography usage and discovery variables. Design and Methods: English and Spanish speaking women 40 years old and over who viewed in a 7-minute breast health DVD and were offered free mammography were eligible for the study (N= 223). The Health Belief Model (HBM) (Becker, 1974) provided the study framework that utilized radiology billing records for mammography completion and a dual-language self-administered survey. Data retrieval was from March 2004 to July 2009, with DVD viewing beginning in December 2006. Recruitment occurred between July 2009 and September 2009. Results: Results revealed that 214 (96%) women had a mammography after viewing the DVD. Of the 120 subjects that had time to complete an annual mammography, 28 (23%) completed it in the 12th month, 48 (40%) completed it within 15 months, and 91 (75%) completed even if late. Only 37 subjects had time to complete a third mammography and of those only 8 completed a fourth. Significant findings found: (1) a greater proportion of women who received a reminder postcard participated in their annual mammography in the 12th month, Χ2(1) = 3.98, p = .046; (2) perceptions of breast cancer susceptibility scores were significantly lower (M = 6.89, SD = 3.18), in those who completed their annual mammography in the 12th month, t(118) = 2.03, p = .045; (3) a greater proportion of women who were knowledgeable about screening recommendations completed annual mammography, even if late, Χ2(1) = 4.736, p = .030 and; (4) Hispanic women completed at a significantly higher rate (n= 69; 81.2%) even if late, Χ2(2) = 6.450, p = .04. Implications: Longitudinal studies utilizing radiology billing records for mammography completion present real findings of mammography usage. This study\u27s findings enhance the understanding of low-income, working uninsured women and identify new variables not found in comparative research findings